Labor education in the digital age must adhere to the human-generative logic of labor forming human essence, the value-constitutive logic of labor as economic foundation, the wealth-productive logic of exposing capital-labor contradictions, and the flourishment-actualizing logic orienting labor toward life fulfillment. Grounding in Marx's conception of labor as species-being actualization, we must comprehend its anthropo-specific praxis essence, decipher the dialectical dynamics governing this social activity, consequently engineer labor education that materializes via the 'hand-brain unity→ value creation→ community reciprocity' triad in digital contexts. The aim is to achieve internal unity through theoretical learning and practical training, and the importance and urgency of vividly and concretely carrying out activities within a practice scenario that integrates the virtual and the real. Labor education in the digital age should be conducted by fostering a scientifi c spirit characterized by the times, unfolding through the overall coordination of "organization, design evaluation, operation, planning, and research". It should promote the content aimed at "mastering general labor science knowledge" and implement the scientifi c application of "new knowledge, new technologies, new processes, and new methods". Therefore, the effective pathways for college students' labor education include: 1) Developing a digital labor curriculum system that combines compulsory and elective labor education courses based on the new characteristics of labor in the digital age, achieving "course enhancement"; 2) Conducting labor education through life in personal, campus, and social contexts to achieve "life enhancement"; 3) Continuing to promote campus culture centered on labor, creating "holiday plus" "model plus" labor education initiatives to achieve "cultural warmth".