From knowledge transmission to competency formation: pedagogical innovation in investigative studies education

Purpose Competency-oriented reform is a central priority in higher vocational education. This study examines the direct association between pedagogical leadership commitment (PLC) and staff-reported student competency formation (SCF), the mediating role of practice-oriented learning culture (POLC) and the moderating effect of PLC on the POLC–SCF relationship. Design/methodology/approach A quantitative research design was adopted. Data were collected through a structured questionnaire administered to teaching staff and programme leaders involved in the education of investigative studies at higher vocational institutions in China. A total of 312 valid responses were analysed using partial least squares structural equation modelling (PLS-SEM) with WarpPLS to test the proposed direct, mediating and moderating relationships. Findings PLC was positively associated with SCF and strongly associated with POLC. POLC was positively associated with SCF and partially mediated the relationship between PLC and SCF. In addition, PLC significantly moderated the relationship between POLC and SCF. The model showed moderate explanatory power for both POLC and SCF. Practical implications The findings suggest that higher vocational institutions should strengthen leadership support for practice-oriented pedagogy by aligning resource allocation, professional development and curriculum implementation with competency-based objectives. The results also indicate that efforts to develop a POLC are more likely to support SCF when PLC is consistent and institutionally reinforced. Originality/value By integrating transformational leadership theory, organisational learning theory and competency-based education, the study provides a more precise explanation of how and under what conditions PLC is associated with SCF in higher vocational education.