This study aims to define the "new roles" of vocational education teachers in the context of artificial intelligence (AI), promote the integration of AI with professional teacher development, and facilitate the sustainable development of vocational teachers' roles. The research objectives were (i) To study the current state of role cognition among vocational teachers in Northern Guangdong under AI, (ii) To explore the strategies for the sustainable development of vocational teachers' roles under AI, and (iii) To examine the feasibility of the strategies for higher vocational college teachers. The sample group include 338 full-time teachers from five vocational colleges in Northern Guangdong. The research instruments are questionnaire, semi-structured interviews, and evaluation form, and, conducting both qualitative and quantitative studies on the role development of vocational teachers under AI. The results indicated that the (i) The current state the higher vocational teachers' overall cognition of the teacher's role in the context of artificial intelligence is at a medium level (M=3.14 and SD=0.84), (ii) Development strategies for vocational teachers' roles under AI encompass five major influencing factors and 20 key measures, and (iii) The overall evaluation of the adaptability and feasibility of the strategy is very high.