A competency map is a visual graphic used to present the progression and structural relationships of vocational competencies. Leveraging digital technology, it describes the connotative elements, related resources, and their carriers of vocational competencies, playing a significant role in mining, analyzing, constructing, mapping, and displaying multilevel vocational competencies and their interrelationships. Currently, competency maps have become a key technology for promoting the digital transformation of vocational education in the era of artificial intelligence and serve as a core instrument in the development of digital textbooks in vocational education. Employing research methods such as literature analysis and logical reasoning, this study focuses on the dynamic mechanisms and practical obstacles in the competency map-driven construction of digital textbooks in vocational education, aiming to propose targeted implementation pathways. The driving forces behind competency map-driven construction of digital textbooks in vocational education are diverse and hierarchical, covering three dimensions: institutional, practical, and technological dynamics. Specifically, in terms of institutional dynamics, a series of policies guide the development of digital textbooks in vocational education; in terms of practical dynamics, digital transformation facilitates the development of digital textbooks in vocational education; in terms of technological dynamics, cutting-edge technologies empower the upgrading of digital textbooks in vocational education. However, in practical application processes, due to challenges such as ambiguous teaching objectives, high difficulty in content integration, significant disparities among teaching modules, and excessive technological intervention in vocational education digital textbooks, the driving process of competency maps faces practical obstacles including impacting the cultivation of students' vocational literacy, hindering the construction of students' knowledge systems, obstructing students' holistic grasp of knowledge and skills, and affecting positive teacher-student interaction and emotional connection. Therefore, four strategic pathways are proposed to promote the implementation pathways for competency map-driven construction of digital textbooks in vocational education. First, anchor vocational literacy development by setting clear teaching objectives for vocational education digital textbooks. Second, construct a vocational education knowledge system by developing systematic content for vocational education digital textbooks. Third, efficiently integrate learning resources to develop blended teaching modules for vocational education digital textbooks. Fourth, strengthen teacher-student teaching interaction and optimize the technology-driven mechanism of vocational education digital textbooks.