Current Situation and Enhancement Pathways of Secondary Vocational School Teachers' Professional Competencies in the Big Data Context

Abstract

The big data era demands new professional competencies from secondary vocational teachers. This study first establishes a core competency framework encompassing data awareness, tool application, data-driven teaching, and ethical literacy, analyzing how big data reshapes skill requirements. It then investigates the current state, revealing a significant gap: while traditional teaching skills are solid, most teachers lack proficiency in applying data analysis tools, integrating data into instructional design, and understanding data ethics. Key constraining factors include insufficient school support, weak teacher motivation, and inadequate policy guidance. To address this, the study proposes a dual-path enhancement strategy: internally, schools should optimize training by implementing a "theory-practice-reflection" cycle integrated with practical cases and simulation platforms; externally, they should foster cross-school collaboration and school-enterprise partnerships to build resource-sharing communities and industry-aligned practical experiences. The findings offer evidence-based guidance for teacher development and suggest future research directions.