The emergent technologies represented by artificial intelligence mega-models empower ideological and political education, facilitating the generation of new educational quality, the alignment of educational systems, and the emergence of new educational domains across technological, organizational, and environmental dimensions. This impetus propels the integration of technology into ideological and political education at all levels of education, fosters organizational coherence, and facilitates human-machine synergy. However, concurrently, it confronts obstacles and dilemmas such as the coercion and disposition of individuals under computationalism, spatial encroachment and organizational inertia under anti-subjectivity effects, and the derivation of simulated environments and illusions under multimodal interactions. Agents of ideological and political education should objectively examine the value and potential risks of digital intelligence technology application. Through the three dimensions of technological reconstruction, organizational reshaping, and environmental rebuilding, a fundamental model for the integrated development of ideological and political education in primary, secondary, and tertiary education enabled by artificial intelligence mega-models is explored based on the TOE (Technology-Organization Environment) theory. By innovating technological provision, advancing community development, and fostering symbiotic diversity, the integration of ideological and political education across primary, secondary, and tertiary educational institutions is promoted in digital technology, systemic space, and educational domains, thus achieving high-quality development in ideological and political education.