A study on factors and strategies for digital innovation capability of normal vocational college teachers in China

Since the proposal of establishing a teaching team excellent in teaching and morality, the amount of double-certificate teachers of vocational colleges has been increasingly enlarging. However, with the acceleration of urbanization and industrial modernization, the present double-certificate teachers' quality lags behind our development requirements. Due to the structural, mechanism and managing flaws, it is necessary to improve the team of double-certificate teachers of vocational colleges from the perspective of laws and regulations, evaluation and training mode.

With the implementation of the national "double high education program", the living environment and training conditions of teachers in various disciplines have become an important field of education system reform. At present, due to the imperfect construction of teachers’ salary system and training mechanism, teachers in higher vocational colleges still face many difficulties in their survival and development, which seriously limits the implementation effect of the "double high education program". Therefore, it is particularly urgent to study the survival and development of teachers in vocational colleges. This article takes mathematics teachers in vocational colleges as the research object, and describes the current situation of the survival and development of mathematics teachers in vocational colleges. On this basis, this paper uses the refined computer big data technology to construct the survival and development behaviour characteristic model of mathematics teachers in vocational colleges, and discusses the feasible strategies to ensure the quality of survival and development of mathematics teachers, which provides a solid theoretical support for the smooth implementation of the national "double high program".

The problem motivating this research is the rapid introduction of educational technologies and the strong push to use new technologies in technical and vocational training in China coupled with varied responses and uneven adoption of new tools on the part of practitioners. This study investigated the factors that influence technical and vocational college teachers' adoption and appreciation of information and communication technology (ICT) in China using the technology adoption and gratification (TAG) model. At total of 535 teachers from public technical and vocational colleges were surveyed using a purposive sampling procedure. The survey data were analyzed through structural equation modeling. Findings suggest that the use of ICT had three primary determinants: teaching purpose, research purpose and academic purpose. Technical and vocational college teachers' technology adoption and gratification was directly and indirectly predicted by their computer self‐efficacy, intention to use, perceived ease of use and usefulness of ICT. Most importantly, the TAG model accounted for 77% of the variance in teachers' gratification using those predictive variables. This research successfully applied the TAG model and it further fosters recommendations for future investigations. This study contributes to theoretical, methodical and practical understandings of the use of ICT in technical and vocational education, which has been much less explored than in K‐12 education and university settings. Practitioner Notes What is already known about this topic Information and Communication Technology (ICT) helps explain teacher acceptance. Investigations have revealed that many gaps exist in identifying ICT facilities, access, skills and usage in technical and vocational education. Studies have suggested that ICT development requires significant training on the part of teachers and creates new demands for students. What this article adds This research exhibited that vocational and technical college teachers’ use of ICT had three primary determinants: teaching purpose, research purpose and academic purpose. Chinese technical and vocational college teachers’ adoption and gratification in new technologies were directly and indirectly predicted by their computer self‐efficacy, intention to use, perceived ease of use and usefulness of ICT. The findings of this study recommend that the quality of teaching, learning and research in vocational and technical education could be enhanced through the application of emerging ICT. Implications for practice and/or policy The larger goal is to use the results as a basis for future studies in the relatively unexplored area of ICT use and adoption in teaching and training in developing countries. By conducting cross‐cultural studies, researchers could be able to comprehend the overall scenarios of ICT in vocational and technical education as proposed. This study contributes to theoretical, methodical and practical understandings of the use of ICT in technical and vocational education, which has been much less explored than in K‐12 education and university settings. Teachers' skills to use ICT should be enhanced through ongoing training programs offered by the authorities of technical education.

The National Vocational College Skills Competition provides an important idea for the improvement of teachers' teaching ability. The text reviews the research on teachers' teaching ability at home and abroad and points out that teachers in vocational colleges should not only have the basic teaching ability necessary for teachers in colleges and universities but also possess the relevant skills in line with their vocational attributes. From the perspective of teaching ability competition, the text puts forward four pairs of keywords for the improvement of the teaching ability of teachers in vocational colleges and universities: occupation and profession, elaboration and innovation, bright colors and characteristics, temperament, and aura. Teachers should seize the opportunity of the teaching ability competition to promote teaching through the competition, establish themselves and reach others, and promote their professional growth while improving the quality of classroom teaching.

With the continuous deepening of China's education reform, more requirements have been put forward for the teaching work of China's current vocational colleges, especially the work of teachers in higher vocational colleges and universities has also been changed to a certain extent. As a result, the traditional teaching team and teaching methods of vocational colleges and universities are no longer suitable for the educational needs of students, and the teaching level, teaching ability and teaching innovation team construction of teachers directly affect the cultivation of high-quality talents in schools. Therefore, in the current teaching of higher vocational colleges, how to effectively solve the problems existing in traditional education, and effectively meet the current teaching innovation team building of teachers in higher vocational colleges and universities through specific measures, has also become an important content in the current teaching of higher vocational colleges.

At the beginning of the 21st century, art education in regional vocational colleges and universities in Inner Mongolia has been better, and the use of a variety of innovative means in the implementation of the process, but also shows its own superiority. In the rapid development of regional vocational colleges and universities art education at the same time, art education in vocational colleges and universities in Inner Mongolia has gradually diversified, cultivated talents, so that the professional knowledge of art education in vocational colleges and universities in Inner Mongolia, the level of technical level has been greatly improved, with a strong comprehensive quality, which has important practical significance and value of the reform of vocational colleges and universities art education in Inner Mongolia. In such a general environment, the art of vocational colleges and universities in Inner Mongolia region in the curriculum, teaching mode construction, and strive to innovate in teaching methods, teaching methods, and actively carry out the reform of art teaching, and improve the overall quality of graduates of vocational colleges and universities in Inner Mongolia region in the field of art from all aspects, so that they can better integrate into the society, and to lay a solid foundation for the development of the cause of art.

In the dynamic landscape of educational information technology, the proficiency of vocational college teachers in this domain has garnered significant attention due to its rapid evolution. The purpose of this study is to comprehensively explore the foundational aspects of vocational college teachers' competence in information technology instruction. The primary objective is to augment these teachers’ capabilities and foster their professional growth in the realm of information technology teaching. The six pivotal elements rooted in TPACK (Technological Pedagogical Content Knowledge) are analysed using a literature-based approach. These elements encompass technological knowledge, content knowledge, pedagogical knowledge, technological pedagogical knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. The findings illustrate the distinctive contribution of each element to the information technology teaching competence of vocational college teachers, thereby facilitating their holistic professional development. The nuanced enhancement of these competency indicators equips teachers to adeptly navigate the demands of information technology instruction, cultivates their professional prowess, and enables them to deliver the highest-quality educational services.
 
 Received: 2 January 2024 / Accepted: 29 February 2024 / Published: 5 March 2024

The aim of this study is to explore the best practices in the construction of the "double qualified" teacher team in vocational colleges. Through interviews with 10 teachers, qualitative data analysis reveals three themes: the dilemma of "double qualified" teachers in vocational colleges in China, the training mechanism for "double qualified" teachers, and the guarantee measures for "double qualified" teacher training. These themes indicate that in the context of the reform of higher vocational colleges in China, the professional development of "double qualified" teachers has faced both opportunities and challenges. Interview research and theoretical analysis indicate that despite favorable national policies, the organizational environment still lacks an environment for eugenics, and the endogenous motivation of "dual teacher" teachers is also weak, which brings many challenges to the development of current "dual teacher" teachers. Combining interview results and cause analysis, exploring feasible paths from optimizing organizational environment and individual self-development can help change the current situation and find possible solutions.

Vocational colleges are an important type of higher education in China. Higher vocational education aims to adapt to social needs and designs students’ knowledge, ability, quality structure, and training plans based on the cultivation of technical application skills. Emphasizing both theoretical teaching and practical training, graduates have the skills to work directly. At this stage, vocational education in China is in an important period of transformation and development. In order to better adapt to the rapid development of society, many vocational colleges have carried out management system reforms in student education management, with the aim of cultivating more high-quality and skilled talents that meet the needs of social development, and providing higher quality vocational education services for the country and society. In the process of physical education reform, due to regional and other factors, many reform models cannot adapt to the current situation of student education management in vocational colleges in the new era. Therefore, it is necessary to continuously explore new models suitable for vocational colleges. Based on the background of the physical education reform in vocational colleges, this article uses methods such as literature research and visits to analyze the current situation of education management in vocational colleges, the problems and possible reasons that exist in student education management in vocational colleges. This article discusses the possible new models of student education management in vocational colleges from the perspectives of repeated management methods, management concepts, management mechanisms, and evaluation systems, and elaborates on their new paths. Efforts are made to improve the management mode of student education in vocational colleges, innovate the management mechanism of vocational colleges, and actively explore the improvement of the management mode of student education in vocational colleges.

The knowledge of Technological Pedagogical Content Knowledge (TPACK) is a new definition of the knowledge structure of higher vocational college teachers in the era of information society. This study investigated the prominent problems in TPACK training of teachers in higher vocational college of arts in our city by sampling. Firstly, in the professional training of provincial or municipal teachers, emphasis was placed on “theory or method propaganda” rather than “guidance of technology integration training”; Secondly, focus on “discipline knowledge”, “teaching knowledge” and “technical knowledge” of a single module of training, but lack of “integration and deep integration of the three”; In view of the above problems, it is suggested that educational administrative departments or universities should pay attention to the training of “subject teaching with technology integration” in the professional training of teachers, and pay attention to the deep integration of “Content knowledge”, “Pedagogical knowledge” and “ Technological knowledge” in the training process. In order to effectively improve the TPACK knowledge structure of the teachers in higher vocational college of arts, promote the high-quality development of vocational education in our city.

Innovation and entrepreneurship education is an essential content in the current teaching of colleges and universities and an important driving force to promote students’ employment. Currently, colleges and universities continue to strengthen the innovation of innovation and entrepreneurship teaching, and the construction of the evaluation system of innovation and entrepreneurship education is lagging. The evaluation system is an important evaluation standard for innovation and entrepreneurship teaching and the basis for educational innovation, which is also a critical part of teaching that requires attention. This paper takes the construction of the evaluation index system of innovation and entrepreneurship education in vocational colleges as the research goal and understands the function of innovation and entrepreneurship evaluation as well as the evaluation principle through the literature analysis method. It also analyzes the evaluation index system of innovation and entrepreneurship teaching from students’ perspective to provide an effective reference for the implementation of innovation and entrepreneurship education in higher vocational colleges.

This study investigated the effect of teachers’ variables on students’ academic achievement in entrepreneurship education in technical and vocational colleges in Lagos State, Nigeria. Two research questions and two hypotheses were tested at a 0.05 significance level. The ex-post facto research design was used for the study, and the population of the study was 223 students. The study sample was 85 final-year students from vocational and technical colleges in Ikotun and Ikorodu. No instrument was developed in this study. Rather, a letter was used to request data. Data was analysed using mean for the research questions and ANOVA (Analysis of variance) to test the hypotheses. The collected data was analysed using the mean for the research questions and ANOVA to test the hypotheses. The finding revealed that the teachers’ variables related to sex and certification do not significantly affect student’s academic achievement in entrepreneurship education in technical and vocational colleges. The recommendation was made that the government should recruit competent teachers for technical and vocational college teaching; there should be no consideration in recruiting technical and vocational teachers because the students’ academic achievement is unrelated to teachers' sex and certification.Penelitian ini menyelidiki pengaruh variabel guru terhadap prestasi akademik siswa dalam pendidikan kewirausahaan di perguruan tinggi teknik dan kejuruan di Negara Bagian Lagos, Nigeria. Dua pertanyaan penelitian dan dua hipotesis diuji pada tingkat signifikansi 0,05. Desain penelitian ex-post facto digunakan untuk penelitian ini, dan populasi penelitian ini adalah 223 mahasiswa. Sampel penelitian adalah 85 siswa tingkat akhir dari sekolah kejuruan dan teknik di Ikotun dan Ikorodu. Tidak ada instrumen yang dikembangkan dalam penelitian ini. Sebaliknya, surat digunakan untuk meminta data. Data dianalisis dengan menggunakan rata-rata untuk pertanyaan penelitian dan ANOVA (Analisis Varians) untuk menguji hipotesis. Data yang terkumpul dianalisis dengan menggunakan rata-rata untuk pertanyaan penelitian dan ANOVA untuk menguji hipotesis. Temuan menunjukkan bahwa variabel guru yang berkaitan dengan jenis kelamin dan sertifikasi tidak secara signifikan mempengaruhi prestasi akademik siswa dalam pendidikan kewirausahaan di perguruan tinggi teknik dan kejuruan. Rekomendasi yang diberikan adalah pemerintah harus merekrut guru yang kompeten untuk mengajar di perguruan tinggi teknik dan kejuruan; tidak perlu mempertimbangkan jenis kelamin dalam merekrut guru teknik dan kejuruan karena prestasi akademik siswa tidak terkait dengan jenis kelamin dan sertifikasi guru.

Self-Initiated Professional Development (SI-PD) has gained much attention lately due to increasing concern on the effectiveness of teachers’ professional development practice. It is also one of Ministry of Education (MOE) agenda in Malaysia Education Blueprint (MEB) 2013-2025 to transform Continuous Professional Development (CPD) by increasing Self-Initiated Professional Development (SI-PD) from 16 percent to 60 percent and reducing Ministry-led professional development by the year of 2025. Specifically, the aim of this study was to explore the elements required in Self-Initiated Professional Development (SI-PD) framework for TVET teachers in vocational colleges according to experts’ consensus. Fuzzy Delphi Method (FDM) was used as a tool in this study to explore the elements and data presented here were a part of a larger study which explored SI-PD among TVET teachers in Vocational Colleges. Nineteen experts were involved consisted of MOE officers, lecturers from universities and teacher training institutions who have at least five years of experience in teachers’ professional development and TVET. Based on the data analysis, the defuzzification values for all elements exceeded the minimum value 33.6 and therefore, the findings conclusively suggested that the experts have consensually agreed that there are ten elements required in Self-Initiated Professional Development (SI-PD). The ranking of the elements based on experts’ consensus was listed as follows, (1) Industrial attachment opportunity, (2) Attitude, (3) Understanding, (4) Collaborative environment, (5) School administrators’ role, (6) Strategy, (7) Readiness, (8) Autonomy, (9) Reward and (10) Professional development system. The findings were used to design Self-Initiated Professional Development (SI-PD) framework for TVET teachers in vocational colleges. This study also promotes the suitability of Fuzzy Delphi Method as a current research tool in the field of research on professional development. The proposed SI-PD elements can underpin TVET teachers’ professional learning and support the cultivation of Self-Directed Learning (SDL) which then enable changes in their teaching and learning practice to be more meaningful and effective.

This paper explores the role of guiding students to participate in skills competitions on the development of young teachers in vocational colleges. We investigate the impact of skills competitions on the consolidation of professional knowledge, development of innovation capabilities, improvement of hands-on abilities, and enhancement of communication skills with students. The results of this research demonstrate that skills competitions have a positive influence on the professional growth of young teachers. The consolidation of professional knowledge, development of innovation capabilities, improvement of hands-on abilities, and enhancement of communication skills collectively contribute to the effectiveness of young teachers in vocational colleges. It is recommended that vocational colleges prioritize and support the participation of young teachers in skills competitions to foster their professional development.

Reading teaching plays a crucial role in vocational college English. The ability to read proficiently has a significant impact on students’ English performance. For a long time, cultivating students’ reading ability is one of the important goals of English teaching. However, students in vocational colleges often struggle with their reading skills, as well as their cognitive abilities, cultural awareness, and learning capabilities. Through the exploration of literary reading, it has been discovered that the reading teaching mode of Literature Circle aligns well with the objectives of English reading teaching in vocational colleges. Based on this, the author conducted an in-depth investigation into the application of the online Literature Circle mode in English reading teaching and its impact on students’ reading and learning abilities. This paper outlines the process of integrating the online Literature Circle mode into English reading teaching, and discusses its effects on students’ reading and learning abilities. Experimental results have demonstrated that the Literature Circle teaching mode can enhance students’ reading skills and learning capabilities. This research further enriches the Literature Circle teaching mode and provides valuable insights for front-line teachers in English reading teaching in vocational colleges.