Teacher Studio is a unique teacher professional development model in China. The digitalization of education is a strategic initiative of the Chinese government to realize its goal of becoming an education powerhouse. Under this policy guidance, Teacher Studio have also gradually embarked on the path of digital transformation, with traditional offline activities transitioning towards a blended online and offline approach. However, existing research has primarily focused on the effectiveness of offline Teacher Studio, neglecting the exploration of the essence and process of digital transformation in these studios. From the perspective of organizational change theory, the study firstly answers the questions of “what” and “how” regarding the digital transformation of Teacher Studio at the theoretical level. It then elucidates four major issues encountered during the practical implementation of digital transformation in master Teacher Studio: vague and broad transformation goals, alienation and obsolescence of transformation promotion mechanisms, substitution and replication of transformation models, and doubts and biases in the conception of digital education. Lastly, targeted improvement strategies are proposed: establishment of a “1+X” digital transformation goal system, the design of a transformation promotion mechanism based on “triple recommendation, government empowerment, teacher responsibility, and project-based management” , the construction of a symbiotic professional development model supported by a tripartite integration space represented as “1+1+X+XN”, and the development of simplified training courses to enhance information literacy represented as “2×N”. This study can effectively guide the digital transformation of Teacher Studio and also showcase China’s practical wisdom in utilizing information technology to promote educational equity, serving as a valuable reference for other countries.