Research Literacy Development in Higher Vocational Traditional Chinese Medicine Programs: A Science-Education Integration Perspective

Lijuan Zou; Jiazhou Li

doi:10.63313/EH.9115

Authors

Lijuan Zou Guangdong Food and Drug Vocational College, Guangzhou 510520, China; Batangas State University, Batangas 4200, Philippines Author
Jiazhou Li Batangas State University, Batangas 4200, Philippines; Guangdong Chaozhou Health Vocational College, Chaozhou 521000, China Author

DOI:

https://doi.org/10.63313/EH.9115

Keywords:

Science-Education Integration, Higher Vocational Education, TCM-Related Programs, Research Literacy

Abstract

Science-education integration is an emerging direction in modern vocational education. To address weak research-education objectives, separation between research and professional curricula, limited student participation, and narrow assessment in higher vocational TCM-related programs, this paper uses an authentic acupuncture project on exercise-induced fatigue to propose a "one core, four dimensions, five chains" framework for research literacy. The core is an authentic research question; the four dimensions are question-and-evidence awareness, research design and methods, data analysis and communication, and ethical compliance and collaboration; the five chains are problem, task, resource, mentoring, and assessment chains. Research activities are converted into tiered curricular tasks in proposal development, literature retrieval, experimental design, public-data analysis, interpretation, and academic communication. Implementation pathways include curriculum embedding, platform coordination, faculty collaboration, process-based assessment, and ethical governance to support evidence-based, innovative, and standardized professional practice.

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