Vocational Education Research Articles

The Connotation, Mode and Path of Talent Training in Higher Vocational Education in the Era of Artificial Intelligence

In the era of artificial intelligence, a new form of economy has appeared. Accordingly, it is necessary to adapt to the new era of technical skills, compound and innovative talents. As an important position for training technical talents, higher vocational colleges show new characteristics in the era of artificial intelligence and need to innovate the training mode of talents. Based on this, the article will analyze the difference between higher vocational education and undergraduate vocational education, and focus on the analysis of the innovative path and strategy of higher vocational education to train talents in the era of artificial intelligence, to cultivate innovative skilled talents who adapt to the era of artificial intelligence and meet the needs of the development of society and the era [1].

Innovation on the Integration of AIGC and Ideological-political Education in Vocational English Curriculum

The integration of Artificial Intelligence Generated Content (AIGC) technology in vocational English curriculum offers innovative pathways for enhancing educational experiences and embedding ideological-political education. This paper examines the potential of AIGC to transform vocational English education by personalizing content, fostering interactive learning, and promoting specific values and beliefs. The study explores the innovative applications of AIGC in vocational settings, drawing on theoretical frameworks. The findings suggest that AIGC can significantly improve student engagement and ideological alignment when integrated thoughtfully into the curriculum.

Research and Consideration on the Reform Path of Practical Teaching Quality Evaluation in the Five-Year System of Higher Vocational Colleges

Practice teaching is an important part of the five-year system of higher vocational personnel training. A perfect practice teaching quality evaluation system is an important measure to test the effect of talent training and promote the continuous improvement of teaching quality. Based on this, this paper studies the reform path of practical teaching quality evaluation in higher vocational colleges for five years. Firstly, it expounds on the significance of the reform of practical teaching quality evaluation, then analyzes the existing problems in the current practical teaching quality evaluation, and puts forward the corresponding reform path given the existing problems. Including scientific formulation of evaluation standards, focus on practical teaching process, establishment of daily evaluation mechanism, construction of five-year continuous training and improvement mechanism, and optimization of teacher team construction, to improve the quality of practical teaching in five-year vocational colleges and cultivate more high-quality and high-skill applied talents for the society.

Exploration of Building Technology Education Mode in Higher Vocational Colleges

In the current educational environment, paying attention to the cultivation of students’ comprehensive quality, in order to enhance students’ spiritual realm and ideological level, has become an important content of education reform. This article takes the strengthening of students’ responsibility as the starting point, combined with the advanced education mode, aims to cultivate the correct values in the professional skills training of students and become professional engineering talents with exquisite technology and lofty morality. The research focuses on the training of students majoring in architectural engineering technology in higher vocational colleges, and explores the construction of core quality training models and vocational education professional training models, to enhance the comprehensive quality of students and cultivate compound talents with excellent academic achievements and good spiritual outlook. The implementation of these educational concepts provides solid support for the education quality of higher vocational colleges and the all-round development of students, promotes the role of higher vocational colleges in the new era, and is also an active attempt of engineering higher vocational colleges in improving the quality of education and comprehensively enhancing the quality of professional students.

Leveraging Islamic Social Finance for Fair and Sustainable Tertiary Education Funding for Orphans in Malaysia: Insights from Sri Lanka

The primary objective of this paper is to draw lessons from Sri Lanka's experience with OrphanCare utilizing Islamic social finance, while also identifying avenues through which Malaysia could establish a sustainable model for achieving a similar purpose. This study uses a qualitative, exploratory approach to investigate the operational framework of OrphanCare in Sri Lanka and its potential lessons for Malaysia. Due to limited secondary sources, an unstructured interview with OrphanCare representatives was conducted to gather in-depth insights. The research unfolds in two phases: first, data collection from both primary (interviews) and secondary (reports, literature) sources to identify gaps and challenges; and second, the analysis of this data using content analysis. The OrphanCare interview from Sri Lanka offers crucial insights for Malaysia's mission in enabling orphan access to higher education. Challenges, like financial constraints and limited support networks, align with Malaysia's inequality reduction goals. Tertiary education benefits, including employability and personal growth, are highlighted. Islamic social finance lessons stress its transformative potential, while collaboration and long-term commitment are its strengths. Recommendations include education funds, support networks, career guidance, awareness campaigns, and sustainable collaborations. A regulatory framework featuring the Orphans Education Fund with a 2% annual contribution from listed companies, managed by National Higher Education Fund Corporation (PTPTN), is proposed. This paper demonstrates originality by uniquely proposing the utilization of Islamic Social Finance to enhance orphan access to tertiary education. It draws insights from Sri Lanka's OrphanCare model and presents innovative strategies for Malaysia to tackle inequalities through collaborative efforts and a robust regulatory framework.

Research Status and Hotspot Analysis of Curriculum Evaluation in Chinese Higher Vocational Education

This study employs CiteSpace, an information visualization software, to analyze the research status and trends in curriculum evaluation within Chinese higher vocational education. By collecting data from the China National Knowledge Infrastructure (CNKI) database over the past two decades, the study generates knowledge maps and tables to reveal the spatiotemporal characteristics, core authors, research institutions, and hotspots in this field. The analysis shows distinct stages of development, with an initial development stage (2004-2007), an explosive growth stage (2008-2015), and a fluctuating development stage (2016-2023). The study identifies 14 core authors and the main research institutions, highlighting the need for stronger collaborative relationships. Through keyword co-occurrence and clustering analysis, the research hotspots are found to focus on the connotation evolution, realistic dilemmas, and functions of curriculum evaluation in Chinese higher vocational education. The study concludes by discussing the theoretical extension, categorical characteristics, dynamic improvement of indicators, and functional effects of teaching evaluation in Chinese higher vocational education. Future prospects emphasize the importance of expanding the evaluation system, adapting to industry needs, and developing intelligent teaching models to enhance the quality and relevance of higher vocational education in China.

Research on Vocational Education Reform and Innovation Based on Information Technology Practice

Based on the perspective of information technology reform, higher requirements have been put forward for student management and course teaching in vocational colleges. Therefore, teachers should actively explore suitable opportunities and practical paths to introduce information technology and rely on advanced technology, equipment, and software to promote the reform and development of virtualization, datafication, and intelligence in course teaching. Due to the limitations and influences of various practical factors, teachers face many problems in the application of information technology, which to some extent hinder classroom teaching reform and innovation. Given this, this article discusses the application of information technology, which plays an important role in classroom teaching reform and student ability improvement. This study will briefly explain the concept and characteristics of information technology, analyze the existing problems in current information technology teaching, and finally propose specific reform and innovation practice paths.

Problems of formation and development of digital literacy of university students in non-core training directions

Introduction. The article substantiates the relevance and feasibility of studying the problems of formation and development of digital literacy of university students in non-core areas of training. The need to find ways to effectively and efficiently manage the formation and development of digital competencies of future specialists is emphasized.Purpose setting. The purpose of the study is to analyze the problems of formation and development of digital literacy of university students in non-core areas of professional training.Methodology and methods of the study. The methodological basis was an integrative approach to understanding the processes and results of the formation and development of digital literacy of university students in non-core areas of professional training, conceptual provisions and principles of competency- based and personal-activity approaches. The leading research methods are theoretical analysis and synthesis of research results on the problems of formation and development of digital literacy of university students in non-core areas of training, of conditions and measures to intensify and optimize the processes and results of professional education in the context of the formation and development of digital literacy of students, to highlight the conditions and measures to support the development of digital literacy of students of non-core specialties.Results. The author summarizes the results of research into the conditions and factors for the formation and development of digital literacy among university students in non-core areas of training. The importance and promise of systematic, holistic work in the context of the formation and development of digital literacy of university students in non-core areas of training is noted: creating conditions and taking a system of steps to ensure the achievement of digital literacy of future specialists.Conclusion. The results of the scientific research carried out and the presented conclusions expand pedagogical knowledge about the theory and methodology of vocational training in the specific conditions of the modern educational environment: its intensive and consistent digitalization, stratification and individualization. Based on the conducted research, we can conclude that it is necessary to emphasize students’ understanding that digital competencies can help him solve and prevent a number of important problems in his life, starting with problems of professional demand and competence and ending with problems of general self-realization and self-actualization. The prospects of the study are related to the need to further search for effective and efficient models for the formation and development of digital literacy of future specialists.

Studying technical sciences without borders: We use the navigator for open educational resources. Part 1. The Russian experience

Introduction. The introduction of information and communication technologies into learning processes expands the possibilities of using information resources and becomes one of the priorities of the transforming higher education system. These changes are reflected in the trends in the development and application of open educational resources. However, the scale and fragmentation of data on the Internet, as well as the lack of open educational resources standards, makes the information retrieval process a difficult task and requires professional skills.Purpose setting. To determine the relevance and prospects for the development of sectoral open educational resources, it is necessary to analyze their role in the modern educational system. It is important to identify the possibilities of using open access research in technical sciences as one of the tools to eliminate social inequality in higher education. To identify and present arguments for the purpose of justifying the need to develop an industry-specific «Navigator on OER of Technical Sciences» (hereinafter referred to as the «Navigator»).Methodology and methods of the study. The research methodology covers the study and analysis of scientific papers devoted to the development of tools and initiatives in the field of open educational resources in technical sciences both in Russia and abroad. This study is also based on the method of oral questioning of students, postgraduates and teachers of technical disciplines at universities in Novosibirsk. Results. An array of scientific literature and web resources has been studied, providing free access to scientific and educational information in the field of research under consideration. Taking into account empirical data, the necessity of developing a «Navigator» on open educational resources in the system of higher technical education is justified (http://lib-os.ru/issledovatelyam/resursy/obrazovatelnye- resursy/navigator-oor-techn-nauk/).Conclusion. The study of technical sciences using open educational resources contributes to the effective improvement of professional level and allows you to be aware of current solutions to innovative activities in the field of knowledge under consideration.

The Application, Challenges, and Reflection of Generative Artificial Intelligence in the Field of Education

The rapid development of Generative Artificial Intelligence technology has brought new opportunities to the field of education, giving rise to a large number of intelligent teaching applications and improving the quality and efficiency of teaching. However, the education industry has also encountered unprecedented challenges and tests, including new adjustments and changes in educational concepts, curriculum content, teaching methods, allocation of educational resources, educational evaluation systems, and teacher career transformation. These challenges urgently need to be faced and overcome by educators together. Therefore, while facing the heat of artificial intelligence technology, it is necessary to maintain rational thinking and reflect on some of the problems exposed in the application process of artificial intelligence, ensuring that artificial intelligence technology is applied reasonably and truly serving the essence and goals of education, achieving a dynamic balance between technology and humanistic education.

Pengaruh Soft Skill, Praktik Pengalaman Lapangan (Magang) Dan Motivasi Kerja Terhadap Kesiapan Kerja Mahasiswa Di Bank Syariah

This research aims to determine the influence of soft skills, practical field experience or internships and work motivation on student work readiness at Sharia Bank. The data collection technique was carried out using a questionnaire data collection method using a Likert scale. The population in this study was 501 sharia banking students at UIN Raden Fatah Palembang, class of 2020-2021. Sample collection in this study was carried out using a non-probability sampling technique, using a purposive sampling method. The sample in this study consisted of 125 students. Data analysis uses descriptive analysis and multiple linear regression analysis with the help of the IBM SPSS version 26 analysis program. Based on the research results, it can be concluded that: (1) soft skills have a positive and significant effect on students' work readiness in sharia banks, (2) Field experience practice (internships) have a positive and significant effect on students' work readiness in sharia banks, (3) Work motivation has an effect positive and significant impact on students' work readiness in sharia banks and (4) simultaneously soft skills, practical field experience (internships) and work motivation have a joint effect on students' work readiness in sharia banks.

Policy of Vocational Education Development in the Context of Digital Transformation: A Study in Ho Chi Minh City

The context of digital transformation has posed many policy requirements in the management of vocational education activities. In that context, the requirements for building and developing a team of teachers; requirements for innovation in training program content; changes in teaching and learning methods; and requirements for facilities and digital infrastructure equipment require the state to have appropriate vocational education development policies that meet the requirements of the digital transformation context. The purpose of this study is to assess: (i) The importance of vocational education development policies in the context of digital transformation in Ho Chi Minh City; (ii) The position and role of vocational education development policies in the context of digital transformation in Ho Chi Minh City; (iii) The contributions of policies to vocational education development in the context of digital transformation in Ho Chi Minh City; (iv) Some limitations in vocational education development policies in the context of digital transformation in Ho Chi Minh City. To achieve the set objectives, this study surveyed 137 people who are managers, teachers at several vocational education institutions and civil servants, public employees at several departments, branches, and business owners in Ho Chi Minh City. The study has shown that although Ho Chi Minh City has had many timely policies to develop vocational education, there are still limitations that have not kept up with the requirements of the digital transformation context. Therefore, the proposed solutions will contribute to perfecting Ho Chi Minh City’s vocational education development policies in the context of digital transformation.

Registrars as teachers: a qualitative study exploring the experiences of Australian general practice registrars in teaching roles

BackgroundGP registrars (specialist vocational trainees in general practice) are interested in teaching, and there are considerable benefits to teaching during training. There are, however, significant barriers for registrars as teachers, including inadequate funding, time pressures, and limited teacher training. Current evidence does not include medical educator (ME) perspectives or compare teaching settings (e.g. university vs. in-practice). Further evidence is needed to inform programs supporting registrar teaching roles.This project aimed to explore the experiences of Australian GP registrars as teachers in different contexts and from multiple stakeholder perspectives.MethodsA qualitative study with GP registrars, GP supervisors, MEs, and medical students was conducted. Participants were registrars and new (within 12 months) Fellows with teaching experience during training, supervisors who supervised a registrar in the preceding 12 months, Royal Australian College of General Practitioner MEs, and medical students with experiences of being taught by registrars. Recruitment was open to participants nationwide and sampling was purposive, aiming for a maximum variation sample. Data collection was performed via videoconference and analysed using reflexive thematic analysis.FindingsInterviews were conducted with 15 registrars, 10 supervisors, and one ME. Two focus groups involved four MEs and five medical students respectively. Registrar participants taught in a variety of settings, including in-practice, universities, hospitals, and at educational workshop days. Three had experience in GP academic posts and one as a registrar ME. There were four major themes. 1) Near-peer teaching by registrars is valuable - both for medical students and registrars. 2) Teaching makes you a better GP - participants noted the transferability of teaching skills to clinical practice. 3) The importance of the teaching context– this was identified as an important determinant for registrars in teaching roles. 4) Registrar teaching strengthens the GP workforce – participants noted that teaching could elevate general practice as a specialty and increase interest in GP training.ConclusionsStudy participants saw teaching as a core skill for GPs, with transferability to their clinical practice. Registrar participants wanted greater promotion and support for teaching opportunities that counted towards attainment of Fellowship. These findings have implications for teaching practices, MEs, universities, and training providers.

Enhanced multinomial logistic regression analysis of determinants influencing technical and vocational education and training (TVET) choices among Ghanaian youth: Implications for policy development

In Ghana, youth unemployment remains significant challenges, with technical and vocational education and training (TVET) emerging as a potential solution to equip young people with practical skills for the job market. However, the uptake of TVET programmes among Ghanaian youth remains low, particularly among females. This study therefore explores the determinants that influence TVET choices among Ghanaian youth, with the goal of informing policy development to enhance participation in vocational education. Applying an enhanced multinomial logistic regression (MLR) model, this research examines the influence of socio-economic, demographic, and attitudinal factors on career decisions. The enhanced model accounts for class imbalances in the dataset and improves classification accuracy, making it a robust tool for understanding the drivers behind TVET choices. A sample of 1600 Ghanaian youth engaged in vocational careers was used, ensuring diverse representation of the population. Key findings reveal that males are approximately three times more likely to choose TVET programs than females, despite females making up 50.13% of Ghana’s population. Specific determinants influencing TVET choices include financial constraints, parental influence, peer influence, teacher influence, self-motivation, and vocational limitations. In regions with limited vocational options, youth often pursue careers based on availability rather than preference, which highlights a gap in vocational opportunities. Parental and teacher influences were found to play a dominant role in steering youth towards specific careers. The study concludes with recommendations for policymakers, instructors, and stakeholders to increase the accessibility, relevance, and quality of TVET programmes to meet the socio-economic needs of Ghanaian youth.

Analysis of the Construction of Core Literacy of Students in Vocational Undergraduate Education

Vocational undergraduate education has evolved from its initial stages to a full-scale implementation, achieving historic milestones along the way. However, its appeal still lags significantly behind that of general education. The development of students’ core competencies in vocational undergraduate education faces several challenges, including the need for improvements in top-level design, a stronger focus on connotation development, and an upgraded linkage mechanism. To address these issues, it is suggested to refine the top-level design, enhance internal motivation, and build a robust vocational education ecosystem.

A Study on the Educational Model of Connecting Vocational and Undergraduate Education in Finance and Accounting Majors

This article studies the educational mode connecting vocational education and undergraduate education in finance and accounting majors, in response to the weak cultural foundation and poor course integration faced by current vocational school graduates after entering vocational undergraduate education. By adopting empirical research methods and selecting vocational college students majoring in finance and accounting and ordinary high school students as research objects, this study implements a series of teaching reform measures and conducts tracking surveys on the short-term and long-term effects of educational reforms. As a result, it was found that in the final survey of graduation destinations, 34 vocational and technical college students were engaged in related work in their majors, accounting for 45.9% of all vocational and technical college students. This proves that the proposed transitional education model can effectively enhance the cultural foundation of vocational college students and provide new ideas for the cultivation of talents in finance and accounting majors.

Empowering Maritime Graduates for Policy Advocacy and Sustainability in Vocational Education

This research explores the role of maritime vocational schools in preparing graduates to become effective advocates for policy development and sustainability within the maritime industry. Through qualitative research and descriptive analysis, the study examines the perspectives of maritime professionals, lecturers, graduates, and government officials to assess the effectiveness of current educational programs. The findings highlight strong technical competency development but reveal gaps in policy understanding, leadership skills, and the practical application of sustainability principles. Collaboration between industry and educational institutions is effective, but greater government involvement is needed. To address these challenges, maritime vocational schools must enhance their curricula by incorporating modules on policy advocacy, leadership development, and sustainability. This will ensure that graduates are equipped to influence policy, lead teams, and promote sustainable practices, contributing to the long-term competitiveness and sustainability of the maritime industry.

Enhancing Career Pathways for Maritime Graduates through Human Resource Management Strategies

This research investigates how maritime vocational schools can enhance the career pathways of graduates by aligning educational outcomes with the needs of the maritime industry. Through qualitative analysis of perspectives from maritime professionals, lecturers, graduates, and government officers, the study identifies critical gaps in technology integration, environmental sustainability, and soft skills development. The research underscores the importance of industry collaboration, continuous learning, and adaptability in vocational education. By adopting human resource management strategies, schools can bridge the gap between education and industry, fostering stronger networks and preparing graduates for long-term success in a rapidly evolving maritime sector. The study emphasizes the role of internships, mentorships, and alumni networks in improving job placement and career advancement opportunities for maritime graduates. Keywords: , , ,

‘They don’t even teach you how to make money!’ What insights can marginalised young people provide into developing inclusive education policy?

Using data from a qualitative study exploring the intersections of school exclusion, mental health, and involvement in criminal behaviour, we explore young people’s experience of schools to inform consideration of how schools might be modified to help improve mental health and engagement, and take a more proactive role in safeguarding young people from contextual risks. We draw on sociological theories considering how inequity and disadvantage may be reproduced. Poor experiences of school create disengagement, perpetuate deep structural inequalities, and can act as a motivating force to gain status and money through the illicit economy. Broadening the focus in schools, away from the narrow pursuit of academia, to include more group-based and project-based learning; placing greater priority on life skills and vocational training; and focussing more on developing a sense of belonging through sports and arts may benefit all students, particularly those most at risk of exclusion. If the education system is to build stronger engagement with the most marginalised students, it must actively support them to achieve their priority to find (legitimate) means of earning money.

Contemporary Chinese vocational interest scale in the digital age: development and validation

Holland’s Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) model has been widely used for career counseling, vocational assessment, and educational choice. However, vocational interest types can be affected by culture, and the fourth industrial revolution has led to the emergence of many new occupations, rendering many occupational titles and work tasks in Holland’s RIASEC model outdated. The present study proposed nine interest types in contemporary China: Artistic (A), Natural (N), Enterprising (E), Conventional (C), Technological (T), Investigative (I), Powerful (P), Social (S), and Operational (O), and developed a vocational interest scale with nine subscales. We generated items by drawing from a literature review, occupational categories, and expert reviews, used exploratory factor analysis (EFA, N = 628, Mage = 12.75 years; 47% girls) to reduce the number of items, and confirmatory factor analysis (CFA, N = 627, Mage = 12.76 years; 48% girls) to validate the factor structure. This study clarified vocational interest types in contemporary China, developed and validated a vocational interest scale for the digital age, and provided a measurement tool for educational choice and career counseling.