This study examines the integration mechanisms and effectiveness of information technology (IT) in e-commerce education within vocational and technical institutions, using Guangdong Huali Technician College as a case study. Despite national initiatives promoting digital transformation in Chinese vocational education, empirical evidence regarding IT implementation quality and student outcomes remains limited. This convergent mixed-methods research involved 150 students (Year 1 to Year 3) and 10 teachers from the E-Commerce Practice course. Quantitative data were collected through structured questionnaires assessing IT utilization, learning engagement, and system quality based on the ISO/IEC 25010 software quality model. Qualitative data were gathered via semi-structured interviews with teachers to explore instructional strategies and challenges. Results indicate high integration levels of multimedia presentations and digital simulations (weighted mean = 4.12 and 4.08, respectively), while interactive online platforms showed moderate implementation (3.65). Student perceptions significantly improved across year levels, with Year 3 students demonstrating very high acceptance (4.26) compared to Year 1 (3.58). Teacher ICT competence emerged as the most critical success factor (4.30). The IT-e-commerce instructional system achieved high acceptability across ISO 25010 quality dimensions, particularly in usability (4.36) and functional suitability (4.25). The primary challenge identified was limited class time for hands-on practice (4.22). These findings suggest that sustained IT integration enhances vocational students' digital literacy and employability readiness, though institutional support and infrastructure require strengthening to maximize educational outcomes.
Zeyu Zhang (Tue,) studied this question.