CASE STUDY

# Technical skills talent development in a vocational undergraduate program: Case study of a modern communication engineering program

### Yongxue Wang*, Weiqiang Wu, Sunan Wang

School of Electronic and Communication Engineering, Shenzhen Polytechnic University, Shenzhen 518055, Guangdong Province, China

*Corresponding Author:

Wang Yongxue, School of Electronic and Communication Engineering, Shenzhen Polytechnic University, No. 7098 Liuxian Avenue, Nanshan District, Shenzhen 518055, Guangdong Province, China. Email: 6107018@qq.com; https://orcid.org/0000-0001-7417-5733

Received: 9 September 2024 Revised: 3 October 2024 Accepted: 4 November 2024

## ABSTRACT

The development of the digital economy represents a strategic decision aimed at addressing the demands of the current scientific and technological revolution and industrial transformation. Vocational undergraduate programs in modern communication engineering play a crucial role in developing high-level technical talent within the information and communication sector to bolster the advancement of the digital economy. This necessitates the delineation of talent development objectives, the methodical formulation of talent training schemes, investigations into synergistic models of industry-education integration, and the establishment of the professional attributes characteristic of vocational undergraduate education. Using the Modern Communication Engineering program at Shenzhen Polytechnic University as a case study, we describe a talent cultivation model and practical experiences within the field of modern communication engineering. This model encompasses the technology-driven, project-based and competency-based integration of practice and experience within a comprehensive curriculum and professional certification system and offers insights into the furtherance of high-quality vocational undergraduate education in modern communication engineering.

Key words: digital economy, information and communication vocational undergraduate program, integrated industry-education model

## INTRODUCTION

As technology advances, the digital economy, which has emerged as a novel economic paradigm, is transforming the developmental patterns and societal framework of the global economy. It relies on data resources as the core elements and uses modern information networks and information communication technology. The digital economy is driven primarily by the digital transformation of various factors, which signify the future trajectory of global economic development.

China places significant emphasis on the advancement of the digital economy and has elevated it to the level of a national strategy. The report from the 20th the Communist Party of China (CPC) National Congress[1] underscored the imperative to expedite the growth of the digital economy and to foster the amalgamation of the digital and real economies. The "14th Five-Year Plan for Digital Economy Development"[2] released by the State Council identifies the digital economy as the country's primary economic structure following the agricultural and industrial economies. It also establishes the principal indicators for the development of the national digital economy during the period of the "14th Five-Year Plan", as detailed in Table 1.

Table 1: Key indicators of digital economy development during China's 14th five-year plan period
Indicators | 2020 | 2025
Share of digital economy's core industries' added value in GDP (%) | 7.80 | 10
Number of active IPv6 users (in 100 million households) | 4.60 | 8
Number of gigabit broadband users (in ten thousand households) | 640.00 | 6000
Scale of the software and information technology services industry (in trillion yuan) | 8.16 | 14
Industrial internet platform application penetration rate (%) | 14.70 | 45
National online retail sales (in trillion yuan) | 11.76 | 17
E-commerce transaction volume (in trillion yuan) | 37.21 | 46
Registered users for online government services (in hundreds of millions) | 4.00 | 8

The 2024 China Government Work Report[3] highlighted the need to advance innovative growth in the digital economy and establish a globally competitive digital industry cluster. In April 2024, the Ministry of Human Resources and Social Security, along with nine other departments, released the "Action Plan for Accelerating the Cultivation of Digital Talents to Support the Development of the Digital Economy (2024-2026)".[4] This plan aims to align closely with the evolving demands of digital industrialization and the digitization of industries. It outlines specific initiatives to cultivate, attract, employ, and retain digital talent in order to leverage their foundational role to bolster the digital economy. The plan seeks to hasten the emergence of high-quality productivity and enhance support for the development of the digital economy. The aforementioned policies are designed to advance the digital economy through the implementation of strategies such as technological innovation, infrastructure development, talent nurturing, and international collaboration.

The development of the information and communication industry serves as the driving force behind the digital economy. Communication networks act as both the conduits and distribution channels for data and information and are thereby laying the groundwork for the evolution of digital technology platforms and application environments. These networks constitute critical infrastructure in the digital economy. By 2023, China's 5G mobile communication industry had a total output of 1.86 trillion yuan, which marked a 29% increase compared to 2022. According to data from the Ministry of Industry and Information Technology, by the end of 2023, China had 3377 million 5G base stations. Furthermore, 5G industry applications have been incorporated into 71 major categories of the national economy, and extensive advancements have taken place within various sectors, including industry, mining, electricity, ports, and healthcare.[5–12] In the future, 6G (the more advanced next-generation mobile communication system)[13–15] will continue the transformation from connecting people and things to connecting intelligence. 6G will bring intelligence to every person, home, and business, thus leading to a new horizon of innovation and an era of true Intelligence in Everything.

## KEY PRACTICES

### Serve industry chain demand

The information and communication industry constitutes a comprehensive industry chain that is segmented into three primary phases: upstream, midstream, and downstream. The upstream segment encompasses communication materials, chips, modules, device design, and manufacturing. The midstream segment includes the design and manufacturing of communication equipment and terminals, and network planning and construction for communication systems, as well as the testing and certification of communication equipment and terminals. The downstream segment covers communication software design and development, business development and application in communications, and the development of applications for the digital industry.[16–20] The industry chain comprises various links, each represented by certain companies, as depicted in Figure 1.

Figure 1. Analysis of the next-generation information and communication industry chain.

The Modern Communication Engineering program at Shenzhen Polytechnic University (SZPU),[21–25] which is founded in the discipline of information and communication engineering, develops students in the fields of mathematics, electronic communication, and computer fundamentals. It caters to the needs of midstream and downstream positions in the new-generation information and communication industry chain. The university has adopted an integrated talent training model that combines "technology-driven, project-based learning, theoretical-practical integration, and competency-oriented instruction" in the field of information and communication with the aim of developing high-level technical professionals.

The SZPU program focuses on advancing strategic emerging industries within the realm of next-generation information and communication technology (ICT) and facilitates the digital transformation of businesses. In partnership with industry leaders like Huawei, the curriculum emphasizes positions in high-end technical services, such as those of communication network engineers. The objective is to ensure students obtain a robust grounding in the fundamental theories of electronic communication and networking. Upon graduation, these individuals will be equipped to devise innovative solutions to intricate engineering challenges encountered in the design, implementation, operation, maintenance, data analysis, and application development of next-generation communication networks. Graduates will further possess the expertise to address complex issues in network operation, maintenance, and data analytics and be adept in utilizing both communication network engineering and information technology tools. They will also exhibit strong team communication abilities, a dedication to quality, self-directed learning capabilities, innovative thinking, and a global outlook, which are all essential qualities for top-tier technical professionals.

### Integrated curriculum and certification system design

Based on the "technology-driven, project-based, theoretical-practical integration, and competency-based" guidance, the program major focuses on the new generation of ICT, and the university has collaborated with leading companies like Huawei to jointly design a curriculum that integrates the curriculum with certification to equip students with a high level of technical skills. Drawing upon foundational public courses, such as ideological and political education, English, and advanced mathematics, the program provides a selection of basic, core, and elective courses, which are delivered during standard academic semesters. Furthermore, three intensive practical courses have been established so that students can implement comprehensive practical projects. These are tailored to meet the requirements of roles in the next-generation information and communication field, including positions as communication network engineers, mobile communication engineers, data analysts, and business development engineers. The aim is to develop students' practical skills for these roles (Figure 2).

Figure 2. Curriculum system of modern communication engineering program. HCIE, Huawei Certificated lCT Expert; HCIP, Huawei Certified lCT Professional; HCIA, Huawei Certified lCT Associate; lCT, information and communication technology.

The foundational courses in the program incorporate mathematics and physics principles and the fundamentals of electronic communication and computer science. These mandatory courses are designed to develop students' foundational theoretical knowledge and essential skills in the field of electronic information and therefore cover areas such as mathematics, physics, electronics, circuits, computers, and communication. The specific professional foundational course offerings are detailed in Table 2.

Table 2: Professional foundational course curriculum
Course category | Course name | Professional abilities
Mathematics and physics | Linear algebra | Foster students' understanding and practical skills in engineering, mathematics, and physics while developing their capacity for logical analysis
Probability theory and mathematical statistics
University physics and experiment
Electronic communication | Circuit analysis | Develop students' abilities to analyze and apply electronic circuits while fostering their analytical skills in communication signals and systems
Electronic technology
Signals and systems
Introduction to modern communication engineering
Computer science | Fundamentals of programming | Enhance students' proficiency in applying the fundamental principles and protocols of computer networks as well as their skills in programming and debugging development
Computer networks
Data structures

To align with the emerging trend of intelligent and cloud network integration in the latest generation of communication networks, the professional core curriculum is divided into two-course clusters: Communication Technology and Cloud Network Integration. The curriculum comprises eight mandatory courses, which include Communication Principles and Cloud Computing Technology. The objective of these courses is to develop students' proficiencies in communication technology, operating systems, cloud computing, and artificial intelligence, as illustrated in Table 3.

Table 3: Professional core course group curriculum
Course group | Course name | Professional abilities
Communication technology | Communication principles | Enhance students' comprehension of the fundamental principles of communication systems and signal processing
Fiber optic communication technology
Mobile communication technology
Digital signal processing
Cloud network integration | Network operating system | Enable students to proficiently acquire the fundamental knowledge and skills associated with operating systems, cloud computing, big data, and artificial intelligence
Cloud computing technology
Database technology
Fundamentals of artificial intelligence

The Professional Expansion Course Module is an elective that aligns closely with the requirements of industry-leading companies, including Huawei. It encompasses four Huawei certification-oriented courses, namely, Mobile Communication, Data Communication, Data Analysis, and Transmission Engineering, with the objective of developing technical experts. In each certification course group, SZPU has established courses on new technologies in the field of next-generation information technology, including Software-Defined Networking Technology, Optical Wave Multiplexing Technology, Cloud Development Technology, Communication Network Data Analysis, and Mobile Communication Testing and Certification, along with other cutting-edge ICT courses. These are designed to enhance students' professional skills and technical insights and thereby lay a solid foundation for their future career growth. In Table 4, we present a detailed overview of the four professional certification track course clusters.

Table 4: Professional development courses—curricula for four professional certification direction groups
Course group | Course name | Professional abilities
Data communication | Huawei data communication certification | Foster students' understanding and proficiency in Internet Protocol (IP) data communication protocols and applications as well as the management of communication network security and ensure that they stay abreast of advanced data communication technologies, including the development and management of software-defined networks
Communication network security and management
Software-defined networking technology
Mobile communication | Huawei 5G certification | Train students to excel in mobile network planning, design, optimization, testing, and certification while also equipping them with advanced technologies and skills in mobile communications
Mobile network planning and optimization
Mobile communication testing and certification
Data analysis | Huawei big data certification | Train students to master the application of big data analysis tools, the analysis and application of communication network data, cloud development, and other advanced technologies and skills
Communication network data analysis
Cloud development technology
Fiber optic communication | Huawei transmission certification | Instruct students on the fundamental principles of fiber optic communication, the development and utilization of transmission networks, and the latest technologies and techniques in the field of fiber optics
Transmission network technology
Optical wave division multiplexing technology

Furthermore, the program aligns with the demands of industry, and the focused practice-oriented training approach of the "mini-semester system" has been adopted. During the first three years, students engage in a four-week intensive practical course across three mini-semesters. This course comprises three advanced and comprehensive training modules: Campus Data Communication Network Construction and Product Design, Urban Mobile Communication Network Construction and Product Development, and Digital Intelligent Industry Application Development. These modules systematically enhance students' professional competencies, job skills, and innovative capacities. These three modules and project configurations are detailed in Table 5.

Table 5: Concentrated practicum modules and project configurations within the "Mini-Semester System"
Course name | Project settings
Construction and product design of park data communication network | Construction and application of an IPV4 network
Construction and application of an IPV6 network
Network security assurance and implementation
Software-defined network and implementation
Design and implementation of IP network products
Construction and product development of urban mobile communication network | Mobile network coverage planning
Mobile base station configuration and service activation
Mobile signaling process tracking and analysis
Mobile network fault analysis and handling
Mobile network product design and implementation
Digital industry application development | Intelligent manufacturing application and development
Smart port application and development
Smart healthcare application and development
Smart grid application and development

### Project-based course teaching implementation

The Modern Communication Engineering program places strong emphasis on practical instruction, and practical learning constitutes 55.6% of the total instructional hours. To bolster practical instruction, a sophisticated on-campus training platform and external practical teaching bases have been developed, and virtual simulation software and virtual reality platforms are used to replicate authentic engineering environments. This approach, coupled with real-world engineering case studies and the hands-on operation of equipment, facilitates the integration of theoretical knowledge and practical application, which aligns with the objectives of active teaching.[26,27] The implementation rate of training projects is 100%.

An on-campus practical teaching facility that combines hands-on instruction, societal training, industrial production, technical support, and innovation and entrepreneurship has been developed for the program.[28–30] The facility includes five specialized training labs for mobile communication, cloud computing, data communication, big data analysis in communication systems, and fundamental communication principles. These labs offer practical training exercises in areas such as 5G mobile network development, data network infrastructure, and cloud computing technologies. In collaboration with enterprises such as Huawei, Tencent, China Unicom, and Inspur Technology, 11 off-campus practical teaching bases have been established. The aim is to establish and enhance the mechanisms for collaborative development and the shared utilization of on- and off-campus teaching facilities between schools and enterprises and to develop a series of practical projects.

In line with the features of vocational education, a project-based approach, referred to as the Five-Step Teaching Method, has been adopted for the program. Using the development of a park data network as a case study, this approach includes the following steps: (1) Selection of typical application scenarios, (2) Knowledge element analysis, (3) Small projects training, (4) Enhancement of medium-sized projects, and (5) Full process design and the implementation of major projects. The complexity of the projects escalates from straightforward to intricate and encapsulates the full spectrum of project design and execution. This approach meets the demands of the role of network engineers and fosters students' competencies throughout the project lifecycle. The details are presented in Table 6.

Table 6: Five-step teaching method for project-based instruction using the construction and product development course for campus data networks as an example
Number | Instructional steps | Specific content
1 | Selection of typical application scenarios | Students select standard application scenarios, such as the formation of cross-regional company networks. They then analyze the network requirements specific to these scenarios and devise corresponding implementation strategies.
2 | Knowledge element analysis | Students identify and categorize knowledge areas into seven key modules: Basic Operations of Network Devices, Construction of Switching Networks, Construction of Routing Networks, Network Services, Wide Area Network Connections, Network Security, and Network Management.
3 | Small projects training | Using static routing configuration and implementation as an example, students learn the router packet forwarding process and the concept and configuration of routing tables to achieve proficiency in the scenarios and implementation procedures of static routing.
4 | Enhancement of medium-sized projects | By carrying out medium-sized projects, including Construction of Switching Networks and Construction of Routing Networks, students learn to master the practical application of diverse technologies and to optimize network performance.
5 | Full process design and the implementation of major projects | Beginning with an analysis of a company's networking needs (types of business operations, required bandwidth, and distribution of data points), students design network solutions, including the topology, required equipment, and key technologies. They then execute the project, which may include network equipment configuration, project management, acceptance, and maintenance.

## RESULTS OF TALENT CULTIVATION

SZPU has been collaborating with Huawei since 2006 and fostered a profound and enduring partnership with the company. The university has cultivated over 400 top Huawei-certified experts, and upward of 3000 students have achieved various tiers of Huawei certification. This achievement places SZPU at the forefront of Chinese universities in this domain and represents 2% of the global total of Huawei certificated ICT expert (HCIE)-certified individuals. Program graduates have successfully executed a series of ICT projects for a range of enterprises within the ICT sector and thereby contributed significantly to the advancement of the industry and offered robust technical expertise to bolster its growth.

The project titled SZPU-Huawei Co-Cultivation of ICT Talents with Coexistence and Co-Prosperity Model won a special prize for national teaching achievement in 2018. In 2020, SZPU established China's first Huawei 5G+ digital talent cultivation base, which signified the integration of industry and education. SZPU additionally secured a total of five global special awards at the Huawei ICT Competition for two consecutive sessions in 2023-2024 and thus established itself as the institution with the most Huawei ICT Competition awards globally.

SZPU has also partnered with Huawei to create international courses on 5G, cloud computing, smart cities, and additional emerging ICT technologies, which have been introduced to the nations participating in the Belt and Road Initiative. As part of international exchange platforms, such as the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training and the UNESCO Asia-Africa Center, SZPU delivered technical training to students in over 30 nations, including Bulgaria, Germany, Malaysia, and several African countries, between 2019 and 2024. Through the Modern Communication Program, the institution has conducted upward of 40 training sessions and engaged with over 1000 participants. These efforts have significantly advanced Chinese technological and educational standards in support of the Belt and Road Initiative. SZPU has also engaged with the bridging innovation and learning in technical and vocational education and training (BILT) expert group under the World Federation of Colleges and Polytechnics and crafted the SZPU-Huawei school-enterprise collaboration case. This initiative has been disseminated to over 50 member countries within the World Federation of Colleges and Polytechnics. In 2020, it garnered the Excellence Award for School-Enterprise Cooperation from the World Federation of Colleges and Polytechnics.

## CONCLUSION

The Guangdong-Hong Kong-Macao Greater Bay Area, along with Shenzhen, are global leaders in the strategic and emergent ICT industry, which requires a substantial number of high-level technical and skilled professionals. The Modern Communication Engineering program at SZPU is tailored for high-end technical service roles to support the needs of the burgeoning ICT sector. Underpinned by cutting-edge communication network technologies, the program boasts a robust partnership with Huawei. Together, the university and corporation have collaborated to develop specialized talent cultivation schemes and a comprehensive curriculum and professional certification system. This system comprises technology-driven, project-based, theoretical-practical integration, competency-based instruction, and certification via competitive assessments. At the same time, the program is closely aligned with the requirements of industry and has established focused, practical courses to systematically develop students' professional, job-related, and innovation skills.

To expedite the development of a contemporary vocational education system and enhance the integration of industry and education in China, SZPU via the Modern Communication Engineering program has collaborated with industry-leading companies, including Huawei, to jointly cultivate technical talent. These partnerships have resulted in the high-quality and advanced training of technical and skilled professionals in the information and communication sector to support the national strategy for vocational education development and contribute to the growth of the digital economy. The SZPU program in communication engineering has been borrowed and learned from hundreds of domestic and foreign universities.

## DECLARATIONS

### Acknowledgement

None.

### Author contributions

Wang YX: Conceptualization. Wu WQ: Data curation, Formal analysis. Wang SN: Writing—Review and Editing. All authors have read and approved the final version of the manuscript.

### Source of funding

This paper is supported by the Satellite Earth Communication Big Data Analysis and Application Research Center at Shenzhen Polytechnic University (Project No. 1055-6024210101K1).

### Ethical approval

Not applicable.

### Conflict of interest

The author has no conflicts of interest to declare. The article was subject to the journal's standard procedures, with peer review handled independently of the member and his research group.

### Data availability statement

Data used to support the findings of this study are available from the corresponding author upon request.

## REFERENCES

1. [Xi Jinping: "Uphold the great banner of socialism with Chinese characteristics and strive collectively to construct a comprehensively modern socialist country—Report to the 20th National Congress of the Communist Party of China]. Chinese Government Website. Updated October 25, 2022. Accessed December 15, 2024. https://www.gov.cn/zhuanti/zggcddescqgdbdh/sybgqw.htm
2. [National Development and Reform Commission of the People's Republic of China: "14th Five-Year Plan" for the Development of the Digital Economy]. Official Website of the National Development and Reform Commission of the People's Republic of China. Updated March 25, 2022. Accessed December 15, 2024. https://www.ndrc.gov.cn/fggz/fzzlgh/gjjzxgh/202203/t20220325_1320207.html
3. [Li Qiang: Government Work Report—Presented at the Second Session of the Fourteenth National People's Congress on March 5, 2024]. Chinese Government Website. Updated March 5, 2024. Accessed December 15, 2024. https://www.gov.cn/gongbao/2024/issue_11246/202403/content_6941846.html
4. [Ministry of Human Resources and Social Security, Organization Department of the CPC Central Committee, Cyberspace Affairs Commission of the CPC Central Committee, National Development and Reform Commission, Ministry of Education, Ministry of Science and Technology, Ministry of Industry and Information Technology, Ministry of Finance, National Data Administration: "Action Plan for Accelerating the Cultivation of Digital Talents to Support the Development of the Digital Economy (2024-2026)]. Chinese Government Website. Updated April 2, 2024. Accessed December 15, 2024. https://www.gov.cn/zhengce/zhengceku/202404/content_6945920.htm
5. Li Q, Li X, Li S, et al. High-quality development of new-generation information technology industry. Strateg Study CAE. 2024;26(1):13-22. DOI: 10.15302/J-SSCAE-2024.01.002
6. He R. [Shanghai pioneers the establishment of the 6G trajectory and strengthens the new cornerstone of the digital economy]. Shanghai Informatiz. 2023;(4):28-31.
7. Wei J, Wang H. [Six key characteristics of high-quality development]. Beijing Daily. Updated July 23, 2018. Accessed December 15, 2024. https://baijiahao.baidu.com/s?id=1606737238233956700&wfr=spider&for=pc
8. Report on the Development of Digital China (2022). Cyberspace Administration of China. Accessed December 15, 2024. https://www.cac.gov.cn/2023-05/22/c_1686402318492248.htm
9. Wang Zheng. [The New Generation Information Technology Industry Reaches a New Level]. People's Daily. Updated October 6, 2022. Accessed December 15, 2024. https://baijiahao.baidu.com/s?id=1745898316879199314&wfr=spider&for=pc
10. Framework for evaluating intelligence levels of future networks including IMT-2020 (study group13). ITU. Accessed December 15, 2024. https://www.itu.int/ITU-T/recommendations/rec.aspx?rec=14133&lang=en
11. 3GPP Standard. Study of enablers for network automation for 5G. Accessed December 15, 2024. https://portal.3gpp.org/desktopmodules/Specifications/SpecificationDetails.aspx?specificationId=3252
12. 3GPP Standard. Study on RAN-centric data collection and utilization for LTE and NR. Accessed December 15, 2024. https://portal.3gpp.org/desktopmodules/Specifications/SpecificationDetails.aspx?specificationId=3526
13. Liu GY, Jin J, Wang QX, et al. [Vision and requirements of 6G: digital twin and ubiquitous intelligence]. MobCommun. 2020;44:3-9.
14. [Outlook on 6G Network Architecture]. IMT-2030. Accessed December 15, 2024. https://www.imt2030.org.cn/html/default/zhongwen/chengguofabu/index.html?index=2
15. 6G drivers and vision. NGMN. Accessed December 15, 2024. https://www.ngmn.org/wp-content/uploads/NGMN-6G-Drivers-and-Vision-V1.0_final.pdf
16. [6G network architecture technology]. China Mobile. Accessed December 15, 2024. https://www.c114.com.cn/topic/118/a1199860.html
17. 6G network architecture white paper. China Unicom. Accessed December 15, 2024. https://book.yunzhan365.com/grhe/eknw/mobile/index.html
18. New vision of 6G network architecture. China Telecom Research Institude, ZTE. Accessed December 15, 2024. https://www.xdyanbao.com/doc/8bonqfrisw
19. 6G: the next horizon white paper. Huawei. Accessed December 15, 2024. https://www.huawei.com/en/huaweitech/future-technologies/6g-white-paper?ref=hackernoon.com
20. Wu JX, Zou H, Zhang F, et al. [Thoughts and suggestions on a variety of issues related to Web3.0 and network technology development paradigm]. Sci Technol Rev. 2023;41:12-21.
21. Xu G, Wang S. [The nature and curriculum teaching mode of vocational undergraduate education]. Edu Res. 2022;43(7):104-113.
22. Wei Y. [The inner logic and action path of discipline construction in vocational undergraduate education]. Vocat Tech Edu China. 2024;(3):36-43. DOI: 10.3969/j.issn.1004-9290.2024.03.005
23. Wang L, Xu G. [From work knowledge to professional knowledge: the development of knowledge theory foundation in vocational education curriculum]. J Vocat Edu. 2019;(9):57-61.
24. Zhuang X. [The system demand,design and implementation of the vocational education at undergraduate level]. China High Edu Res. 2021;(7):98-108.
25. Bie D. [Definition, characteristics, and educational requirements of academic undergraduate]. Appl Undergrad Vocat Undergrad Concept. 2022;(8):61-68.
26. Denecke K, Glauser R, Reichenpfader D. Assessing the potential and risks of AI-based tools in higher education: results from an eSurvey and SWOT analysis. Trends High Edu. 2023;2(4):667-688. DOI: 10.3390/higheredu2040039].
27. Cope B, Kalantzis M, Searsmith D. Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Edu Philos Theory. 2021;53(12):1229-1245. DOI: 10.1080/00131857.2020.1728732
28. Meng Z, Xu L. [The enlightenment of international "innovative pedagogy" on the "three education" reform of vocational education in China: a longitudinal study based on the IPR series reports]. Chin Vocat Techl Edu. 2024;(5):42-50.
29. Innovating pedagogy 2024. Innovating pedagogy. Accessed December 15, 2024. http://www.open.ac.uk/blogs/innovating/
30. Wang C, Long Y. [Deepening the reform of "three educations" and improving the quality of talent cultivation in vocational colleges]. Chin Vocat Tech Edu. 2019;(17):26-29.