Against the backdrop of China’s national strategy to strengthen the cultivation of technically skilled talents in the new era, advancing the integration of vocational and undergraduate education through the “3+2” articulated model has become a critical task in optimizing the higher education system and deepening vocational education reform. This study conducts a comparative analysis of domestic and international segmented training models between vocational colleges and undergraduate institutions, systematically reviewing the theoretical foundations, practical logic, and institutional evolution of the “3+2” pathway. It proposes an integrated talent cultivation framework centered on a “capability-oriented, platform-supported, and structurally progressive” model. Using the E-Commerce program as a representative case, the study identifies key issues in the transition phase, such as curriculum redundancy, capability disconnection, and lack of coordination mechanisms. To address these challenges, the paper advocates for a task-driven curriculum system, a diversified collaborative education mechanism, and a data-enabled support platform as the core of systemic reform. The study argues that the essence of the “3+2” model should shift from mere academic articulation to competency articulation, with the core lying in the synergy of updated educational philosophies, collaborative teaching mechanisms, and coherent policy support. Theoretically, this research enriches the discourse on articulation models in China’s vocational education; practically, it offers a strategic reference for constructing a modern vocational education system with Chinese characteristics.