A Causal Model of Professional Key Competencies of Higher Vocational Students

This study aims to construct a causal model of professional key competencies for higher vocational students by examining the influence of personal, family, school, and social factors. Using a quantitative approach, data were collected through a structured questionnaire from 427 higher vocational students selected by systematic random sampling from six institutions in Jiangsu, Anhui, and Henan provinces, China. Content validity was verified by five experts using the Index of Item-Objective Congruence (IOC), and internal-consistency reliability was confirmed (Cronbach’s α = 0.809–0.936). Structural Equation Modeling (SEM) was employed to analyze causal relationships. The hypothesized model fit the empirical data well (χ²/df = 1.831, CFI = 0.909, TLI = 0.903, RMSEA = 0.044, SRMR = 0.057). The findings reveal that personal factors, including self-efficacy, learning motivation, and career planning, exert the most significant direct impact on competency development. Family, school, and social factors influence professional competencies indirectly, primarily through their effect on personal factors. Institutional support, curriculum design, and industry collaboration were identified as key areas requiring enhancement. The study highlights the importance of a multi-faceted approach to competency cultivation, integrating personal motivation, family support, structured educational programs, and strong industry partnerships. Recommendations are provided for students, families, educators, and policymakers to enhance vocational education outcomes. The study contributes an empirically validated causal model demonstrating that personal factors are the central mediator through which family, school, and social factors shape the professional key competencies of higher vocational students, providing an evidence-based foundation for vocational education reform in China.