Vocation, Technology & Education

LuBan Workshop: A New Exchanges and Cooperation Model of China’s Vocational Education Internationalization

2026-04-02T15:39:04+08:00

Luban Workshop is a new model for the internationalization of China's vocational education. It is an active exploration to serve the joint construction of the "Belt and Road Initiative" and international production capacity cooperation, providing a new platform for promoting Sino-foreign vocational education exchanges and cooperation as well as the integration of industry and education internationally. This article reviews the mature experiences of the internationalization of higher education in multiple developed countries and holds that the internationalization practice paths and advanced paradigms in developed countries, to a certain extent, provide an international perspective and theoretical reference for the construction of Luban Workshop. At the same time, it is believed that Luban Workshop is one of the international development models of vocational education with Chinese characteristics and has become a well-known brand in the domestic and international vocational education field. With the continuous advancement of establishment, the future construction quality of Luban Workshop is facing both opportunities and challenges. Drawing on the experience of developed countries in the internationalization of vocational education in terms of teaching models, standard output, quality control and school-enterprise cooperation, Luban Workshop still needs to continuously improve and perfect in management, operation, cooperation and development, and optimize and improve in combination with actual needs to achieve high-quality and sustainable development.

Thoughts on the development of teaching staff for Chinese + Vocational Skills: Taking Access to Vocational Chinese (elementary level) textbooks as a case

2025-11-24T11:33:57+08:00

Chinese + Vocational Skills represents a significant innovation in the fields of international Chinese language education and vocational education. In recent years, the development of teaching resources for Chinese + Vocational Skills has witnessed rapid development, yet problems still threaten the development of Chinese + Vocational Skills teacher training, such as lagging training of dedicated full-time teachers and a serious shortage of teaching staff, hindering the development of the Chinese + Vocational Skills initiative. Taking Access to Vocational Chinese (elementary level) textbooks as a case, this paper introduces the textbooks' characteristics as well as teachers' essential qualifications and core competencies for using them. Drawing on survey research, the paper further analyzes the current status of teaching staff engaged in Chinese + Vocational Skills education and proposes a practical "triple-integration" approach to teacher development to cultivate a teaching cohort for Chinese + Vocational Skills; integrating international Chinese language education with vocational education; connecting colleges and universities with enterprises; and integrating academic education with training. This paper provides a reference for developing Chinese + Vocational Skills education and cultivating a staff for teaching it with the aim of promoting the high-level, high-quality development of Chinese + Vocational Skills education.

School-enterprise collaborative talent development in vocational education in the age of digital intelligence: Innovative pathways in the Shenzhen Polytechnic University-Huawei partnership

2026-05-09T08:17:42+08:00

The restructuring of industrial landscapes in the era of digital intelligence has heightened the demand for advanced technical and skilled talents, thereby exacerbating the misalignment between vocational college training programs and the evolving needs of industry. In this context, effective collaborative talent cultivation between schools and enterprises has become a pivotal strategy for bridging the aforementioned gap. This paper presents a case study of the 20-year partnership between Shenzhen Polytechnic University (SZPU) and Huawei Technologies Co., Ltd. We delineated the three evolutionary phases of their collaboration, namely, curriculum restructuring, innovation in talent cultivation, and the co-construction and integration of the industrial ecosystem. We then analyzed the partnership's innovative approaches that were adapted to the digital intelligence era. These approaches encompass the modular restructuring of curricula for SZPU's cluster of information and communications technology programs and its alignment with Huawei technical certifications; the systematic development of next-generation curricula that fully integrates Huawei's foundational technologies; and the upgrading of a talent cultivation model that integrates jobs, competition, and certification into curricula. The SZPU-Huawei collaboration has yielded significant achievements, including a steady enhancement in the depth of school-enterprise cooperation, sustained improvements in the quality of talent cultivation, the formation of excellent dual-qualified faculty, and the establishment of a nationally influential repository of teaching resources. The core lessons derived from this case are anchoring collaboration with leading enterprises, co-constructing industrial ecosystems, and integrating curricula with professional certifications. These offer a replicable and scalable paradigm for advancing collaborative talent cultivation in vocational education and for nurturing innovative, interdisciplinary technical professionals prepared for the age of digital intelligence. This study provides actionable insights into developing vocational education, particularly by outlining strategies for (1) aligning curricula with industry-recognized certifications (e.g., Huawei certifications) and (2) fostering interdisciplinary skills (digital literacy, adaptability) to bridge the gap between academic training and digital industry demands. These findings inform efforts to strengthen vocational education and digital industry integration.

China's vocational education at the global frontier: Model innovation and system advancement

2026-03-12T14:42:12+08:00

Against the backdrop of global industrial transformation and technological revolution, China's vocational education is undergoing a strategic shift from scale-driven expansion to quality-driven development, with the move toward global leadership emerging as a critical priority. Drawing on case synthesis and systematic data analysis, this paper explores the internal logic and practical pathways underlying this historic transition, constructing an analytical framework of "model innovation-system optimization-international advancement" and systematically analyzing the driving forces behind China's vocational education development. The analysis shows that China's vocational education innovation manifests across three core areas: A new model of industry-education integration characterized by industry-education-city integration, the restructuring of the digital ecosystem centered on the National Smart Education Platform, and a branded path of standard dissemination through Luban Workshops and international conferences. System upgrading focuses on the vertical connection and horizontal integration of the hierarchical structure, modern governance with multi-stakeholder coordination (encompassing both government and market actors), and an adaptive framework that is precisely aligned with national, regional, industrial, and diplomatic strategies. The paper also identifies long-term challenges in current development, including insufficient systematic coordination, inadequate in-depth quality-driven development, and limited platform-enabled effectiveness To address these challenges, the paper recommends deepening institutional innovation to strengthen industry-education coordination, advancing digital transformation to reshape the core of teaching practice, and actively participating in global vocational education governance to advance China's contributions to the field.

Integration between STEM education and TVET in Malaysia: A systematic literature review and thematic bibliometric analysis

2025-12-26T16:11:11+08:00

Amid globalization and the rapid development of information technology, science, technology, engineering, and mathematics (STEM) education has become central to developing the competencies required for innovation, national competitiveness, and readiness for Industry 4.0. In Malaysia, STEM initiatives have expanded significantly over the past decade, but their alignment with the transformation agenda for technical and vocational education and training (TVET) remains underexamined. This gap was addressed in the current study through a systematic literature review of 116 Scopus-indexed articles to synthesize major research themes, methodological trends, and structural challenges in Malaysia's STEM education landscape. As a complement to the review, a thematic bibliometric analysis was performed using VOSviewer. The findings indicated notable progress in curriculum reform, technology-enhanced learning, and teacher professional development. Nevertheless, persistent issues that include disparities in resource distribution, inconsistent pedagogical quality, and declining student interest continue to undermine national STEM outcomes. Importantly, the analysis revealed limited integration between STEM education research and TVET workforce priorities, with insufficient focus directed toward technical readiness, employability competencies, and pathways to vocational and technical careers. This review provides a conceptual basis for strengthening the STEM-TVET pipeline and offers evidence-based recommendations for policymakers and researchers seeking to align STEM education with emerging demands for national and global skills.

Development of vocational education and training chatbot supported by large language model-based multi-agent system

2025-03-31T10:26:28+08:00

Vocational education and training (VET) chatbots face issues such as difficulties in competence development support, limitations in teaching decision-making, and defects in competence assessment methods. This study constructed an large language model (LLM)-based VET chatbot and designed a human-computer collaborative teaching model. It applied a quasi-experimental design to conduct a teaching experiment in a course titled Electronic Circuits and CAD Plate Making at a VET institution. Results showed that the LLM-based VET chatbot and its application model could significantly improve students' Level 1 and Level 2 professional competence (functional competence and processual competence according to COMET). It also discusses ideas for future optimization of the LLM-based VET chatbot.

Next-Gen learning: The role of advanced technologies in preparing technical vocational education and training engineering educators

2025-03-31T10:45:15+08:00

This study explores the role of advanced technologies—virtual laboratories, simulations, and virtual reality (VR)/augmented reality (AR)—in online training for technical vocational education and training (TVET) engineering educators. Using an exploratory sequential mixed-methods approach, the research combines qualitative interviews (N = 11) and a quantitative survey (N = 237) to assess the effectiveness of these tools. Findings indicate that most educators recognize the benefits of integrating advanced technologies, improving engagement and skill development. However, excessive reliance on technology without interpersonal interaction may negatively impact learning outcomes. Data privacy and security concerns also emerged as critical issues. The study highlights the need for a balanced approach, ensuring practical applicability and alignment with course objectives. Future research should examine the long-term impact of these technologies on professional development and their role in fostering collaborative learning within digital educational environments.

Using the theory of practice architectures to inform transformative apprenticeships: A case study of apiculture education and training in Aotearoa New Zealand

2025-03-31T14:19:32+08:00

Through a case study of the practices of beekeeping in Aotearoa New Zealand (NZ), this research used the Theory of Practice Architectures to explore the conditions of possibility inherent in beekeeping practice traditions to inform an efficacious and transformative vocational education and training system to meet broader social, economic and environmental sustainability goals. The findings illuminate why disparities and tensions between practice perspectives of beekeeping and the Apiculture qualifications and programs exist, to then suggest strategic and practical approaches to appease them. Ongoing and nuanced empirical accounts using this approach are advocated for as a means to improve an understanding of and the innovative design for a transformative apprenticeship for apiculture in Aotearoa NZ and other contexts going forward.

Socio-ecological theory and apprenticeship systems

2025-03-31T15:10:13+08:00

Apprenticeship as a paradigm may be regarded as a system consisting of inter-related stakeholders in a relatively complex but collaborative relationship. Societal phenomena such as this are suitable for analysis through the application of the theory of socio-ecology. While such studies have been undertaken to an extent in the past, the analyzes conducted have been limited in terms of socio-ecological strata used. Furthermore, such studies have generally analyzed apprenticeship within jurisdictions where training is extensive with few social partners involved. Conversely, this study analyzes apprenticeship in the context of the standardized Irish craft model where the number of key stakeholders involved is more expansive. Consequently, these stakeholders may be represented by a more thorough socio-ecological analysis utilizing levels including micro, meso, exo and macro systems as described by Bronfenbrenner in 1994.

How does praxis education affect university students' employability skills? Evidence from transformations of higher education institutions in China

2026-03-30T10:39:54+08:00

Drawing on survey data from 10,235 undergraduate students across 41 Chinese higher education institutions, this study assesses the impact of on-campus and off-campus praxis education on the development of key employability skills within the context of China's large-scale transformation of traditional universities into application-oriented higher education institutions (AHEIs). Multivariate modeling results indicate that practical teaching (as on-campus praxis education) and internships (as off-campus praxis education) are significantly associated with higher levels of three employability skills: Innovation, team cooperation, and field expertise. Comparative analysis further reveals institutional differences: Practical teaching exerts a stronger influence on field expertise for students in transformed AHEIs, whereas internships have a greater impact on field expertise for students in non-transformed universities. This study provides large-scale empirical evidence on how on-campus and off-campus praxis education function as mechanisms for cultivating employability skills in higher education. The findings offer practical implications for curriculum design, institutional capacity building, and policy development, emphasizing the need for context-sensitive approaches that integrate both forms of experiential learning to prepare graduates effectively for the demands of contemporary labor markets.

Research on cultivation paths of digital literacy for vocational school students from the perspective of lifelong learning: An analysis based on grounded theory

2025-12-10T09:17:27+08:00

With the rapid development of information technology and the continuous adjustment of socioeconomic structure, digital literacy has become an indispensable core competitiveness for modern talents. This study adopted a qualitative research paradigm and grounded theory to examine the current state of digital literacy among vocational school students, analyze existing issues and shortcomings in digital literacy education from the perspective of lifelong learning, and construct a dynamic relational model for digital literacy cultivation. The findings revealed that the development of digital literacy among secondary vocational students is commonly constrained by weak foundational skills, insufficient technological adaptability and intrinsic learning motivation, lagging educational implementation and curriculum provision, and the absence of sustained learning planning. These factors interact with one another, collectively hindering the overall enhancement of digital literacy. Based on the model analysis, this study proposes a systematic cultivation pathway focusing on strengthening foundational competencies, activating personal development capacities, optimizing the structure of educational implementation, and guiding lifelong learning planning, thereby providing theoretical support and practical implications for vocational institutions seeking to improve digital literacy education and promote students' lifelong development.

A three-tier integrative model of industry-education collaboration: Innovative practice from Shenzhen Polytechnic University

2025-12-12T10:21:07+08:00

Industry-education integration is central to vocational education, yet many programs still face a structural gap between classroom learning and industrial practice. This study examines the School of Artificial Intelligence at Shenzhen Polytechnic University (SZPU) as a case of industry-education integration in artificial intelligence education. Adopting a qualitative case study design, the study analyzes institutional documents, program materials, school-enterprise cooperation records, and publicly available policy and project information to explore how a three-tier integrative model was developed and implemented. The findings show that the model operates through three interconnected layers. The physical layer involves shared laboratories, micro-factory environments, and online-offline training platforms that embed industrial technologies into teaching. The institutional layer includes curriculum-certificate integration, dual-track hierarchical training, enterprise participation, and multi-stakeholder quality assurance mechanisms. The cognitive layer emphasizes joint curriculum development, collaborative research platforms, and shared innovation goals between the school and industry partners. The case suggests that effective industry-education integration requires not only resource sharing but also institutional coordination and cognitive alignment. This study contributes to vocational education research by offering a layered framework for understanding the deepening of school-enterprise collaboration, while providing practical and policy implications for building sustainable cooperation ecosystems in emerging technology fields.