Exploration of the Cultivation Pathways for “Dual-Qualified” Teachers in Vocational Undergraduate Institutions under the Background of School-Enterprise Cooperation

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Key Points

This research aims to clarify the pathways for cultivating dual-qualified teachers in vocational undergraduate institutions.
Identified issues in current dual-qualified teacher training such as unclear concepts and lack of social participation.
Proposed measures including bi-directional talent flow between schools and enterprises, diverse evaluation systems, and a competency model for dual-qualified teachers.
Emphasized collaboration between educational institutions and industry for practical skill development.
Increased clarity in the definition and pathways for training dual-qualified teachers.
Enhanced involvement of social forces in teacher training.
Strong support provided for vocational education talent training through practical experience and skills.

Exploration reveals ways to enhance dual-qualified teacher training in vocational education, suggesting improved outcomes through cooperation.

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Yang et al. (2026) studied this question.

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