What type of study is this?

This is a Textual Analysis study (also classified as: Qualitative Research).

September 10, 2025

Pathways for Constructing China’s Highly “Dual-Qualified” Teaching Force in the New Era: A Textual Analysis of Nine Chinese Vocational Education Policies (2019–2025)

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Textual analysis of nine vocational education policy documents reveals pathways for dual-qualified teacher development.

The study identifies four pathways to enhance China's dual-qualified teacher development in vocational education, focusing on policy priorities.
Findings highlight the need for standardized entry mechanisms to ensure teachers possess dual qualifications and competencies.
Qualitative research methods demonstrate how industry-education collaboration is key to fostering teacher training and professional development.
The study emphasizes refining incentive and evaluation mechanisms to motivate vocational education teachers in their continuous improvement.

Huang et al. (2025) studied this question.

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