The advent of the Fourth Industrial Revolution has disrupted human labor cognition and forms of labor. The rapid development of digitization and information technology have brought signifi cant impacts on the subjects of labor education, manifested by the weakening of human subjectivity in labor and the diminishing educational nature of labor, as well as the ubiquitousness of labor education in time and space. The fundamental reason for this is that the development of labor education resources lags behind social progress. Firstly, the cognitive lag of labor education resources limits the development of labor education. Secondly, traditional approaches to developing labor education resources result in outdated labor education technology. Lastly, the content of labor education resource development remains isolated, leading to a disconnection between labor education and society. To transform the "risks" brought by the era of intelligence into opportunities for the development of labor education, it is necessary to focus on the technological dimension of labor education resource development, update conceptual understanding, break free from inertia thinking, utilize big data, and promote the harmonious symbiosis of labor education and intelligent technology.