Optimization Path of Vocational Education and "Double-Qualified" Teacher Team Construction from the Perspective of Industry-Education Integration
Main Article Content
Abstract
Deepening industry-education integration is a key path for improving vocational education quality and cultivating “double-qualified” teachers with both theoretical knowledge and practical engineering competence. Based on human capital theory and collaborative governance theory, this study uses literature research, questionnaire survey, and case analysis to systematically examine the current characteristics, practical dilemmas, and causal mechanisms of “double-qualified” teacher team construction under the background of industry-education integration. The results show that current teacher teams face problems such as an imperfect school-enterprise collaborative training mechanism, weak practical teaching capability, imbalanced evaluation and incentive systems, and insufficient resource guarantees. Drawing on typical cases of pilot vocational colleges and industrial colleges, this paper constructs a “four-in-one” path optimization framework covering institutional guarantee, training model, evaluation mechanism, and resource integration. Specific strategies are proposed to improve long-term cooperation among schools, enterprises, industries, and government departments. The study provides a systematic framework for strengthening vocational teacher development, improving practical teaching quality, and supporting talent cultivation for advanced engineering and intelligent manufacturing fields.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
H. Li, L. Wang, W. Niu, X. Yang, and G. Xu, “Exploration and Practice of Cooperative Education Mode of “Production, Learning, Research and Innovation” in Higher Vocational Colleges,” 2021, doi: 10.2991/assehr.k.210519.013.
H. Cai, “Innovation Research on the Integration of Production and Education in Higher Vocational Colleges under the Belt and Road Initiative,” Advances in Education, vol. 14, pp. 890-897, 2024, doi: 10.12677/AE.2024.141137.
Y. Lu, W. Li, X. Yi, H. Liu, and Z. Zheng, “Innovation and Practice of the Industry-education Integration and Innovation Collaborative Education Model for Application-oriented Undergraduate Universities in the Context of New Liberal Arts Education,” Lecture Notes in Education Psychology and Public Media, vol. 20, pp. 94-102, 2023, doi: 10.54254/2753-7048/20/20231484.
Y. Li and J. Mao, “Development of “Double-Qualified” Teachers in Higher Vocational Colleges: Dilemma, Framework and Path,” 2021, doi: 10.2991/assehr.k.210121.073.
H. Ge, “Construction and Application of The Evaluation Index System of Double-qualified Teachers’ Professional Quality in Higher Vocational Colleges,” International Journal of Education and Humanities, vol. 5, pp. 79-83, 2022, doi: 10.54097/ijeh.v5i2.2111.
D. Xu and V. Sarino, “Research on the Construction of “Double-Qualified” Teachers in Higher Vocational Colleges,” Journal of Education and Educational Research, vol. 3, pp. 106-114, 2023, doi: 10.54097/jeer.v3i1.8208.
Y. Chen, “Realistic Dilemma and Breakthrough Path of “Innovation and Entrepreneurship” Education in Private Colleges and Universities Under the Background of Informatization,” in Huang C, Chan Y-W, Yen N (Eds.) Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019). Springer Singapore. 2020: 851-858, doi: 10.1007/978-981-15-1468-5_100.
S. Wang, F. Peng, and X. Zheng, “Reflections on the Construction of “Double-Qualified” Teachers in Higher Vocational Colleges,” Journal of Contemporary Educational Research, vol. 7, pp. 1-6, 2023, doi: 10.26689/jcer.v7i1.4547.
D. Fan, “Competence-based Education in China’s Higher TVET: The Case of Shenzhen Polytechnic,” in Mulder M (Ed.) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education. Springer International Publishing. 2017: 429-448, doi: 10.1007/978-3-319-41713-4_20.
M. Guo, “Research on Optimizing the Path of Double-Qualified Teachers Construction,” Journal of Higher Vocational Education, pp. 2(2), 2025, doi: 10.62517/jhve.202516208.
E. Xue and J. Li, “The School-Enterprise Cooperation in Vocational Education in China,” in Xue E, Li J (Eds.) China’s Vocational Education Reform: Explorations and Analysis. Springer Singapore. 2022: 125-139, doi: 10.1007/978-981-19-0748-7_8.
K. Huang and H. Xu, “Analysis on the construction of “double-qualified” teachers under the background of deepening vocational education reform,” Advances in Vocational and Technical Education, vol. (6), pp. 2, 2024, doi: 10.23977/avte.2024.060219.
S. Prestridge and K. Main, “Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks,” in Voogt J, Knezek G, Christensen R, Lai K-W (Eds.) Second Handbook of Information Technology in Primary and Secondary Education. Springer International Publishing. 2018: 433-447, doi: 10.1007/978-3-319-71054-9_29.
P. Duan, Y. Yang, and R. Gong, “Integration of Industry and Education in Higher Vocational Education under Ecological Metaphor Methodology, Systematic Construction,” BCP Education & Psychology, vol. 7, pp. 245-250, 2022, doi: 10.54691/bcpep.v7i.2641.
H. Pan, Y. Song, and S. Wang, “Construction of a Policy Framework for Industry-Education Integration in Vocational Education and Resolution of Dilemmas,” Journal of Jishou University (Social Sciences Edition), vol. 40, no. 4, pp. 8, 2019.
Y. Wang and Z. Qi, “Basic Characteristics and Enlightenments of Foreign Vocational Education Industry-Education Integration Policies,” Education and Vocation, vol. (23), pp. 8, 2020.
Y. Yang, P. Luo, and P. Chen, “Research on the Mechanism Innovation of In-depth Integration of Production and Education in Vocational Education,” Vocational and Technical Education, vol. (4), pp. 5, 2014.
M. Xie, “Research on Constructing the System and Mechanism of Industry-Education Integration in Vocational Education,” Journal of Yiyang Vocational and Technical College, vol. (Z1), pp. 4, 2015.
L. Liu, “Experience of Industry-Education Integration in German Vocational Education and Its Enlightenment to China,” Chinese Vocational and Technical Education, vol. (30), pp. 7, 2015.
C. Hu and J. Zhang, “Industry-Education Integration in Higher Vocational Education: Essence, Model and Path-From the Perspective of Knowledge Production Mode,” China Higher Education Research, vol. (4), Art. no. 6., 2019.