The Spatiotemporal Coupling of Indigenous Inheritance and Innovation with International Cooperative Dialogue: An Interactivity Study of the Luban Workshop and EPIP Teaching

Clarifying the relationship between the Luban Workshop and Engineering Practice Innovation Project (EPIP) teaching contributes to understanding and recognizing the spatiotemporal logic of China’s vocational education development, and to constructing a pragmatic and effective global governance system for vocational education. Through a historical evolution study, it is found that the two possess historical unity in inheritance and innovation across the dimensions of theoretical origins, indigenous innovation, international vision, and global action. By examining their global cooperation network, it is found that the core-periphery structural characteristics of the network provide a leading force for future vocational education cooperation and resource allocation. Within the spatiotemporal interactive framework of history and global relations, EPIP teaching, through the “congruence of name and reality” (ming-shi ou), regulates the unity of knowledge and action in the construction, operation, and educational activities of the Luban Workshop. Through the interactive paradigm of “essence, form, and function” (ti-xiang-yong), the two share with the world the innovative development achievements of Chinese vocational education, contributing to the construction of a global vocational education community.