Amid population aging and shifting rehabilitation concepts, society increasingly demands multidisciplinary rehabilitation professionals. Under national policies promoting integrated Chinese and Western medicine (ICWM), rehabilitation therapy education must shift from a “Chinese-Western divide” to an “integrated cultivation” model. The Rehabilitation Therapy program at Nanjing University of Chinese Medicine, a National First-Class Undergraduate Program, faces bottlenecks such as fragmented curricula, unidirectional teaching, disconnection from practice, and unitary assessment. Guided by “boundary-breaking” and “integration,” we systematically construct a six-dimensional ICWM rehabilitation teaching system covering philosophy, curriculum, instruction, practice, faculty, and assessment. By reshaping an integration-oriented training plan, innovating diversified teaching models, bridging stepwise clinical practice, fostering interdisciplinary faculty, and reforming competency-driven assessment, this system enhances students’ integrated clinical reasoning and practical skills. It provides a systematic, actionable pathway for educational reform in rehabilitation therapy.