Positioned at the opening of the 15th Five-Year Plan period (2026–2030), vocational undergraduate education in China has entered a new stage of large-scale development. However, textbook construction for vocational undergraduate programs has conspicuously lagged behind educational practice, exhibiting insufficient quantity, inadequate quality, and unclear distinctiveness, which together have become a critical constraint on the high-quality development of this educational tier. This paper argues that textbook construction for vocational undergraduate programs is not merely a matter of editorial compilation, but constitutes a systematic project intertwined with the educational positioning of vocational undergraduate education, the quality of talent cultivation, and the implementation of national strategies. Consequently, textbook development must align with the strategic goal of cultivating high-level technical and skilled talents, actively respond to industrial development needs, deepen the integration of theory and practice, and innovate the structural framework of textbook systems, thereby enabling textbooks to serve as a vital pillar for supporting industrial transformation and upgrading, serving regional economic and social development, and cultivating high-level technical and skilled talents. Grounded in the dual positioning of vocational undergraduate education—namely, its concurrent undergraduate knowledge level and vocational application attributes—this paper elucidates the essential requirements of vocational undergraduate textbooks and further proposes that their development must incorporate cutting-edge industrial achievements, embedding textbooks within the integrated framework of program construction, curriculum reform, and teaching implementation, within the dynamic practice of industry–education integration and school-enterprise collaboration, and within the contemporary context of digital transformation and intelligent upgrading. Only then can high-quality textbooks be developed that align with this dual positioning and support the cultivation of high-level technical and skilled talents. Moreover, the paper argues that vocational undergraduate textbooks should integrate the systematic knowledge depth characteristic of the undergraduate level with the practice-oriented approach of vocational education, focus on cultivating comprehensive applied skills and innovation capabilities, adopt modular and contextualized content presentation methods, and deeply integrate digital and intelligent technological forms. Formulating scientific and reasonable development methods for vocational undergraduate textbooks constitutes a crucial safeguard for advancing their high-quality development. Specifically, such methods can address the chronic problem of disconnection between talent cultivation and job requirements, standardize the process of compilation, updating, and review, improve textbook quality, and provide solid support for the implementation of the talent cultivation model characterized by the integration of moral education and technical skills and the integration of industry and education. In terms of development strategies, four measures are advanced. First, textbook development to adhere to standards-based guidance; second, to implement the "Three Chief Editors" collaborative mechanism involving schools, enterprises, and industry associations; third, to deepen industry–education integration by establishing a systematic pathway encompassing "job analysis within the industry chain — competency framework construction — project-based carrier design — task-driven implementation"; and fourth, to advance the development of "paper–digital–intelligent" integrated textbooks, achieving the organic integration of print textbooks with digital resources and intelligent technologies, thereby providing solid support for cultivating high-level technical and skilled talents through vocational undergraduate education.