Construction and Optimization of Faculty Teams in Vocational Colleges under the Paradigm of Industry-Education Integration

Bing Wu; Feiran Li; Xiudong Shao

doi:10.63313/JCSFT.9016

Authors

Bing Wu College of Humanities, Arts and Education, Shandong Xiehe University, Jinan, Shandong, China Author
Feiran Li College of Humanities, Arts and Education, Shandong Xiehe University, Jinan, Shandong, China Author
Xiudong Shao College of Humanities, Arts and Educationn, Jinan, Shandong, China Author

DOI:

https://doi.org/10.63313/JCSFT.9016

Keywords:

Industry–education integration, vocational education, faculty development, dual-qualified teachers, digital competence, AI-enabled learning, human capital

Abstract

Amid accelerating industrial transformation driven by artificial intelligence and digital manufacturing, vocational education faces an acute shortage of dual-qualified teachers who can bridge academic instruction and enterprise practice. This study investigates the construction and optimisation of faculty teams in Shandong’s vocational colleges within the paradigm of industry–education integration. Drawing upon Human Capital Theory, the TVET-oriented TPACK framework, and the AI-enabled professional learning model, a mixed-methods design combined questionnaire data (132 valid responses) with semi-structured interviews and a case study at Shandong X College. Findings reveal structural and competence imbalances: only 49.4 per cent of teachers hold dual qualifications, fewer than 30 per cent engage in enterprise practice exceeding three months annually, and merely 22.7 per cent employ AI-assisted or digital-twin pedagogy. Three interlocking barriers were identified—rigid institutional mechanisms, resource scarcity, and cognitive constraints regarding digital and industrial teaching. To address these challenges, the study proposes a Triple-Entity Collaboration and Dual-Drive framework linking full-time teachers, enterprise engineers, and part-time practitioners, supported by policy incentives and AI-based capability development. Implementation at Shandong X College increased dual-qualified faculty to 58.2 per cent, raised digital-teaching coverage to 65.3 per cent, and improved enterprise participation by 40 per cent. Theoretically, this research extends Human Capital Theory by integrating AI-mediated capacity growth and enriches the TVET-TPACK model through quantitative validation. Practically, it offers a replicable approach for aligning vocational faculty development with industrial upgrading in China’s digital economy.

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