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

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.