This study investigates teacher professional development (TPD) in vocational education through a comparative analysis of China and Malaysia. Drawing on policy documents, theoretical frameworks, and empirical findings, the research compares TPD practices across four dimensions: policy foundation, industry engagement, training content, and career pathways. The results show that China emphasizes a policy-driven "dual-qualified" teacher model supported by structured government initiatives, while Malaysia highlights teacher autonomy and industry-led mechanisms such as certification systems, professional learning communities, and workplace learning. Despite these differences, both systems face similar challenges, including uneven regional participation and limited enterprise involvement. The study concludes that combining China's systematic planning with Malaysia's flexible, industry-integrated approaches could yield more effective and sustainable TPD models. It further suggests enhancing cross-country collaboration through joint programs, digital platforms, and mutual recognition of qualifications to strengthen vocational education systems.
Yan et al. (Tue,) studied this question.