Aesthetic literacy has become a crucial aspect of education in China, particularly within the framework of national education reforms aimed at fostering cultural awareness and artistic appreciation. This study investigates the development of aesthetic literacy competencies among educators in China's higher vocational education system, focusing on Anhui province. Using a three-phase research methodology, this study identifies key literacy components, assesses competency gaps, and proposes a structured framework for professional development. The research examines four core components: Aesthetic Knowledge Literacy, Aesthetic Teaching Literacy, Professional Aesthetic Literacy, and Activity Management Literacy. A needs assessment conducted among 240 vocational educators revealed significant gaps, particularly in Activity Management Literacy, indicating a need for enhanced organizational and leadership training in aesthetic education. A structured professional development program, validated by expert evaluations, was designed to address these gaps through experiential, social, and formal learning approaches. The findings confirm the necessity of integrating aesthetic literacy into vocational education to bridge the gap between technical skill development and cultural education. The study suggests further research on the integration of digital tools in aesthetic education, a comparative analysis of regional variations in aesthetic literacy, and the long-term impact of professional development programs on vocational educators. By enhancing educator literacy in aesthetic education, this research contributes to policy initiatives aimed at improving the overall quality of vocational education in China.