Abstract: In the digital era, educational digitalization has become a core engine driving the connotative development of ideological and political courses in universities. Educational digitalization demonstrates advantages in digital governance in precisely judging the transformation of educational models, fully expanding the field of educational practice, and deeply exploring and developing educational resources. Nevertheless, technological rationality may alienate the essence of education, bring challenges to the diversification of teachers’ subjectivity in virtual environments, and cause the potential restriction of students’ cognitive boundaries by the filter bubble effect. To advance the connotative development of ideological and political courses in universities, it is necessary to build a new human-machine collaborative model, reshape teachers’ discourse power in the digital field, and cultivate students’ digital literacy.