The Intrinsic Logic and Practical Pathways of Empowering Vocational Education Through Industry-Education Integration

2.1 The Demand for Industry-Education Integration in the High-Quality Development of Vocational Education

Vocational education is an essential component of the national education system and human resource development. It plays a crucial role in cultivating diverse talent, passing on technical skills, and promoting employment and entrepreneurship (Chen 2021). It is also a necessary path to becoming a strong nation in education. As Wu Yan, Vice Minister of Education of the People’s Republic of China, stated, achieving a strong nation in education is a relentless pursuit of every country. In building a strong nation in education, higher education is the leader, basic education is the foundation, and vocational education connects higher education with basic education, serving as the backbone of the education system. Only by strengthening this backbone can a truly strong nation in education be established.

As a type of education closely linked to economic and social development, vocational education must adapt to the rapid development of emerging industries and the transformation and upgrading of traditional industries. This requires joint efforts from vocational institutions and enterprises to align supply and demand in terms of structure, quality, and level, fostering mutual growth. Industry-education integration is an inherent need for the high-quality development of vocational education.

Denis Couturier, Dean of Professional and Continuing Education at University of California, Santa Barbara, pointed out that there is a gap between what vocational students learn in the classroom and the skills needed by real-world employers. This gap is further widened by technological changes and rapid economic development. From the formulation of talent training programs to the construction and implementation of curriculum systems, the participation of educators, industries, and enterprises is necessary to ensure that talent cultivation is relevant and practical. By seamlessly integrating learning environments and work environments, the comprehensive abilities of skilled talent can be enhanced, promoting the high-quality development of vocational education.

2.2 Standards for Industry-Education Integration in the High-Quality Development of Vocational Education

In the report of the 20th National Congress of the Communist Party of China, General Secretary Xi Jinping emphasized the need to coordinate vocational education, higher education, and continuing education for collaborative innovation. He advocated advancing the integration of vocational and general education, industry-education integration, and the merging of industry and education to optimize the positioning of vocational education. The 2022 “Opinions on Deepening the Construction and Reform of Modern Vocational Education System” highlighted the importance of promoting industry through education and vice versa, fostering industry-education integration and industry-academia cooperation, to create a well-supported ecosystem with deep integration.

Vocational education is closely related to industrial development and must adapt to the trends of the times to meet the needs of industry development. Industry-education integration is the fundamental pathway for its high-quality development. Conversely, the effectiveness, depth, and breadth of this integration directly impact the development level of vocational education. The criteria for measuring industry-education integration are the “four collaborations”: collaborative education, collaborative talent cultivation, collaborative employment, and collaborative development.

Firstly, advancing collaborative education involves fully leveraging enterprises as important educational entities, with schools and enterprises jointly establishing industry colleges and majors, and building industry-integrated training bases. Secondly, advancing collaborative talent cultivation requires joint recruitment and training by schools and enterprises, widely conducting commissioned training, order-based training, and apprenticeship training to enhance the supply of highly skilled talent. Thirdly, advancing collaborative employment involves conducting on-site research to understand the employment needs of companies, achieving a three-way linkage among industry, profession, and employment, ensuring that vocational school graduates are employable, indispensable, and trusted by enterprises. Fourthly, advancing collaborative development involves innovating a mutually beneficial mechanism for schools and enterprises, exploring collective consultation, work efficiency, bridging platforms, and market operations, and clarifying respective responsibilities, rights, and obligations, so that enterprises truly benefit from cooperative development.

2.3 Industry-Education Integration Defining the Characteristics of High-Skilled Talent Cultivation

In today’s world, the competition for comprehensive national strength is essentially a competition for talent. High-skilled talent is a crucial component of a nation’s human resources, playing a key role in driving the development of new productive forces, enhancing national core competitiveness, and achieving high-level self-reliance and strength. Vocational education carries the important mission of cultivating high-skilled talent. The new development context demands new requirements for skilled talent: they must possess proficient specialized knowledge and excellent operational skills, effectively apply technological innovation results in practice, and creatively solve problems encountered in practical processes.

It is evident that high-skilled talent not only requires schools to nurture their professional knowledge but also needs to enhance their professional skills and problem-solving abilities in practice. This necessitates the collaboration of multiple entities, including schools, governments, industries, and enterprises, to form a concerted effort in talent cultivation. Various measures must be taken to continuously improve the comprehensive abilities of high-skilled talent. Industry-education integration provides vital support for the cultivation of high-skilled talent and defines their core characteristics (Chen, Zhou, Wu 2014).

Liu Wei, Deputy Director of the Safety Production Department at China Datang Corporation Overseas Investment Co., Ltd., believes that talent is the core driving force for enterprise development. The cultivation of high-quality skilled talent relies on school-enterprise cooperation, and only through industry-education collaboration can high-skilled talent be developed to meet industry development and real-world needs. By establishing a close faculty sharing mechanism, a two-way exchange of knowledge and skills can be achieved. For example, inviting university teachers to give lectures at enterprises and appointing outstanding technical personnel to teach at universities are ways to jointly promote development in related fields, achieving remarkable accomplishments for both schools and enterprises.

3.1 Reform and Development Driven by Policy Guidance, Promoting Bidirectional Integration of Industry and Education

The challenge of “enthusiastic schools and indifferent enterprises” has long been a dilemma in the integration of industry and education in vocational education. Facilitating channels for enterprise participation in vocational education is crucial, and policy guidance and support are key drivers of industry-education integration. Shandong Province was the first in the country to introduce policies for mixed-ownership schooling in vocational institutions, supporting enterprises in participating in vocational education through resources such as funding, equipment, technology, and standards. This approach fully leverages enterprises as important educational entities, promotes a diversified schooling framework, and attracts nearly 10 billion yuan in social capital.

Additionally, Shandong was the first to introduce a “finance + taxation + land + credit” support policy for industry-education integration, continuously increasing support for enterprises and implementing a “policy combination” to allow enterprises to genuinely benefit from policy “dividends”, collectively reducing education surcharges and local education surcharges by over 170 million yuan. At the same time, focusing on key industries and industrial clusters across the province, Shandong has worked to build high-level docking platforms, forming 47 industry-education integration communities and 56 city-level industry-education consortia. These efforts gather resources such as funding, technology, talent, and policies, achieving province-wide coordination, cross-sector integration, and cross-regional collaboration, binding schools and enterprises more closely together and effectively promoting mutual advancement between enterprises and schools, resulting in significant achievements.

Precious M. Lisulo, Director of the Ministry of Technology and Science in Zambia, believes that to ensure effective cooperation between industry and education in vocational education and to cultivate relevant talent, there must first be appropriate legal policies. These include legal provisions and tax policies to promote collaboration between industry and educational institutions. Secondly, a regulatory body should be established, comprising members from industries, enterprises, training institutions, and technical advisory committees from sectors such as mining, manufacturing, and agriculture. This body would provide professional advice on the cultivation and training of technical talent across various fields. Thirdly, industry sectors have the best understanding of Zambia’s social development needs, thus playing a crucial role in school-enterprise cooperation. The entire industry in Zambia participates in the development of vocational education programs and curricula, including competency-based and modular curriculum development, as well as the design and implementation of practical courses. All these are included in the official policy framework to ensure the effectiveness of their implementation.

The Democratic Republic of the Congo (DRC) has established a vocational education organization system at the national level, creating a dedicated Ministry of Vocational Training, vocational education centers, as well as educational institutes and other forms of educational institutions. This comprehensive vocational education ecosystem ensures that anyone seeking a certificate or training diploma has the opportunity and means to access relevant vocational education. Additionally, they have reformed the general university system to provide students with more internship opportunities, enabling them to acquire real-world skills and better adapt to market changes. This approach ensures that all interested young people have access to decent career opportunities and the necessary skills for their professions.

3.2 Focusing on Regional Economic Development and Encouraging Greater Alignment Between Industry and Education

Focusing on regional industrial development is key to enhancing the alignment of vocational education with industry needs. Regional industrial development directly guides the talent cultivation direction of vocational education, helping vocational institutions optimize their professional layouts and innovate their curriculum systems to precisely match the talent demands of regional industries. Zhang Longhai, Deputy Secretary of the CPC Shandong Polytechnic College Committee and President of Shandong Polytechnic College, believes that to create a new model of industry-education integration, the connection between vocational institutions and regional development must be strengthened. Using Shandong Polytechnic College as an example, he explains:

There must be a dynamic adjustment of professional settings to closely follow industrial development. Shandong Polytechnic College is currently focusing on aligning with Shandong Province’s top 10 advantageous industrial clusters and the 19 leading industrial chains of Jining’s 231 industrial clusters. By building specialties based on these industrial chains, the college has developed a strong, superior, and distinctive 2451 professional group, promoting the alignment of professional groups such as photovoltaic engineering technology and new energy vehicles with local industries, achieving excellent results.

Precise implementation of school-enterprise collaborative education is essential. The school actively explores a talent cultivation path following the Chinese characteristics of the apprenticeship system, integrating the teaching process with the production process, and working closely with enterprises to develop talent. The joint training program for automation field engineers and aerospace equipment engineers has been selected for Shandong Province’s project engineer training plan. Deep school-enterprise cooperation has resulted in numerous teaching achievements, including national planning textbooks and excellent performances of students in domestic and international skills competitions.

Joint faculty development is crucial for enhancing social service levels. The school implements research innovation and team-building plans, forming three-dimensional research innovation teams comprising doctoral talent, technology service talent, and young research talent. This dual enhancement of scientific research and technical services involves the joint establishment of teacher innovation teams by the school and enterprises.

Focusing on the demands of regional industrial development can create a positive interaction between vocational education and regional industries, enhancing the efficiency of vocational education resource allocation, promoting the transformation and upgrading of the regional economy, and laying a solid foundation for the sustainable development of the local economy. Zhang Guozhen, Secretary of the Education Work Committee of the Gansu Provincial Party Committee and Secretary and Director of the Gansu Provincial Department of Education, pointed out that Gansu Province regards vocational education as a crucial tool for foundational support, aspiration building, and intelligence enhancement. Based on the current status and characteristics of Gansu’s regional economic development, the province has established a modern vocational education system aligned with these factors, forming a development model of fiscal integration and school-enterprise cooperation. This closely aligns with the demand for high-quality technical talent driven by economic and social development, reconstructing the educational structure with a reform mindset to drive value-added empowerment. This approach has paved a new path for the development of vocational education in economically underdeveloped provinces, aiding industrial development and vocational education.

Gansu aims to build a new symbiotic ecosystem between cities and schools by developing the Lanzhou New Area, a national-level new district, supporting Lanzhou Petrochemical University of Vocational Technology to lead efforts. Relying on the Jiuquan Satellite Launch Center, Jinchang, the “Nickel Capital of China,” and the Tianshui Innovation Center, Gansu is constructing new symbiotic business forms between cities and schools. Lanzhou Jiaotong University is organizing participation in the country’s first intelligent rail transit equipment industry-education integration community. Lanzhou Resources & Environment Voc-Tech University is leading the formation of a national non-ferrous metals industry-education integration community, focusing on serving 14 important industrial chains across the province and establishing 27 regional industry-education integration entities, thereby enhancing the alignment between industry and education.

3.3 Building the Industry-Education Integration Community to Strengthen Cohesion Between Industry and Education

At its core, industry-education integration involves deep collaboration between multiple stakeholders in the industrial and educational sectors, focusing on talent cultivation, scientific research, and technical services. Through resource sharing and complementary strengths, these stakeholders jointly assume the responsibility of education, ensuring a seamless connection between talent development and utilization. The key to industry-education integration lies in the word “integration”. The full potential and value of industry-education integration can be realized only by achieving comprehensive and in-depth mutual embedding of industry and education.

Industry-education integration communities bring together the supply side of vocational education and the demand side of the industry, transforming their relationship from loose connections to embedded collaborations (Zhan 2020). To achieve this, it is essential to establish a regionally coordinated production system that facilitates skill accumulation and aligns industrial structures with economic operating models. Enhancing cohesion among diverse stakeholders is critical for promoting deep industry-education integration.

The Chinese government has issued the “Opinions on Deepening the Construction and Reform of Modern Vocational Education System”, which proposes the “one body, two wings” model to accelerate the development of a modern vocational education system. The municipal industry-education consortium and the industry-education integration communities serve as the “two wings” of vocational education system construction. By leveraging the strengths of leading enterprises, top-tier universities, vocational schools, and research institutions, this model facilitates the flow and optimization of resources within vocational education, creating a robust ecosystem characterized by sufficient institutional support, strong resource guarantees, and profound integration of industry and education.

Liu Jianping, head of the Industry–Education Integration Community of National Nonferrous Metals Industry and Deputy Secretary of the Party Leadership Group and Director of Aluminum Corporation of China (Chinalco), believes that vocational education, as the type of education most closely linked to economic and social development, is a crucial field for cultivating high-skilled talent. Relying solely on vocational institutions is insufficient; the involvement of multiple stakeholders, including government, industries, enterprises, and research institutions, is necessary. The industry-education integration community is a new model for promoting industry-education integration in China.

As one of the first national enterprises recognized for industry-education integration, Chinalco operates six vocational schools and has established over 60 national-level high-skilled talent training bases and master craftsman studios. In 2024, Chinalco led the formation of the Industry–Education Integration Community of National Nonferrous Metals Industry in collaboration with 18 enterprises, 19 general universities, 33 vocational schools, 16 research institutes, and one industry organization. This initiative aims to promote the comprehensive development of individuals and high-quality economic growth by fostering the organic connection between the education chain, talent chain, industrial chain, and innovation chain, contributing to a new model of integrated development encompassing industry, education, and technology.

Wang An, Director of the Leading Group Office of the Industry–Education Integration Community of National Rail Transit Equipment Industry and Deputy Secretary of the Party Committee of CRRC Corporation Limited (known as CRRC), believes that a high-quality talent pool is a strategic guarantee for achieving high-level technological self-reliance and the sustainable high-quality development of enterprises. The remarkable achievements of China’s high-speed rail industry result from the deep integration of talent, innovation, and industrial systems. The industry-education integration communities in key national sectors are vital to China’s modern vocational education system’s “one body, two wings” framework.

Led by CRRC, and jointly initiated with Southwest Jiaotong University and Hunan Railway Professional Technology College, the Industry–Education Integration Community of National Rail Transit Equipment Industry was established in collaboration with 58 core enterprises in the industrial chain, 42 vocational colleges and nine universities. It adopts a three-step implementation strategy, focusing on the CRRC model with a priority breakthrough in quality-oriented work layout, to accelerate the cultivation and development of new productive forces in the rail transit equipment industry.

3.4 Innovating and Implementing Apprenticeship Programs for High-Quality Skilled Talent Development

The apprenticeship system, which originated in traditional workshops where masters passed on their craft to apprentices through hands-on instruction, has evolved and upgraded alongside the development of the economy, society, and vocational education. It now plays an increasingly vital role in cultivating high-quality, skilled talent. He Hui (Dr. Philippe Roesle), Head of the Science, Technology, Education Office at the Embassy of Switzerland in China and CEO of Swissnex in China, introduced Switzerland’s experience with modern apprenticeships. In Switzerland’s vocational education system, students spend one to two days a week learning theoretical knowledge at vocational schools, and then participate in training and work as employees in companies. This approach ensures that apprentices acquire the most relevant and up-to-date skills and knowledge related to industry developments. At the same time, enterprises also benefit from the training process, which encourages them to recruit apprentices actively. In implementing apprenticeship programs, enterprises play a central role by providing apprentices with real work environments and positions, helping them master the latest skills and understand enterprise operations and talent needs. Companies also assign experienced mentors to serve as instructors, who not only guide apprentices in developing technical skills but also teach them how to address and solve practical problems encountered in their work. Additionally, enterprises participate in developing curricula, training standards, and certification standards.

In 2023, the General Office of China’s Ministry of Education issued the “Notice on the Construction of Municipal Industry-Education Consortium”, calling for the establishment of a series of practical training bases for industry-education integration and the widespread implementation of the Chinese-style apprenticeship system. The implementation of the revised “Vocational Education Law of the People’s Republic of China” in 2022 laid the legal foundation for the promotion of the Chinese-style apprenticeship system and clarified the basic direction of policy support. The apprenticeship system has been elevated to a national-level institution and established in the form of law. Zhao Pengfei, Chairman of the Teaching Advisory Committee for the Chinese-style Apprenticeship System in Vocational Colleges under the Ministry of Education, pointed out that the apprenticeship system is one of the best ways to integrate industry and education and foster school-enterprise cooperation. It is also one of the fundamental models of vocational education in China, with its core being the dual cultivation of talent by schools and enterprises. Since 2015, the Ministry of Education has selected 558 pilot units in three batches, mainly covering local governments, industry associations, enterprises, and vocational colleges, involving over 1,400 apprenticeship programs and benefiting more than 200,000 apprentices. This has resulted in a number of replicable and scalable exemplary cases and practices. The main characteristics of China’s modern apprenticeship system in vocational education include government policy support, industry standards setting, and the creation of models by schools and enterprises. Schools and enterprises form a community of shared interests through agreements and participate in collaborative education. The teaching content emphasizes standard-led instruction; the teaching organization implements interactive training and work-study alternation. The pathway to success emphasizes on-the-job training and development. The dual-mentor system promotes joint selection, training, as well as mutual hiring and sharing. In terms of management and evaluation, it adheres to school-enterprise collaborative management and joint implementation.

4.1 Sino-Foreign Joint Educational Programs Supporting the Cultivation of International Skilled Talent

Sino-foreign multi-entity cooperative education is an important initiative for the internationalization of vocational education. This cooperation encompasses a variety of educational types, including degree programs at applied technology universities and vocational colleges, as well as professional skills training centers and institutions. In December 2023, the first overseas applied technology university for Chinese vocational education, the Cambodia-China University of Technology and Science, was established in Phnom Penh, the capital of Cambodia. This institution is a collaborative effort between Nanjing Vocational University of Industry Technology and the Association of Khmer-Chinese, with its fundamental approach being the cooperation of diverse entities from China and abroad. The Association of Khmer-Chinese, the largest Chinese organization with strong economic capabilities, provides all the hardware resources for the university, including an independent campus, facilities, and equipment. Nanjing Vocational University of Industry Technology is responsible for everything from recruitment and talent training to internships, school-enterprise cooperation, and employment. The university currently offers 10 undergraduate programs, all of which have been integrated into Cambodia’s national education system as pilot programs. Students can register for dual degrees and receive diplomas from both Cambodia and China upon graduation.

Xie Yonghua, Party Secretary and President of Nanjing Vocational University of Industry Technology, highlighted several key aspects of Sino-foreign cooperative education: First, deep school-enterprise cooperation and industry-education integration are fundamental to the operation of the Cambodia-China University of Technology and Science. At its inception, eight state-owned enterprises participated in its establishment, including China Datang Corporation, China Huaneng Group, ZTO Express, and Huawei. These companies provided advanced equipment and funding, and sent engineers to serve as part-time teachers. They also co-established industry-education integration practice bases with the university to jointly cultivate skilled talent needed locally. Second, it is essential to export Chinese vocational education standards and integrate them into the vocational education systems of local countries. Third, when operating abroad, it is important to offer different programs based on the specific national conditions and to develop tailored teaching resources to serve the talent development needs of local enterprises.

The Pak-China Technical and Vocational Institute is a collaborative effort established by Shandong Institute of Commerce and Technology, the Pakistan Ministry of Maritime Affairs Gwadar Port Authority, the University of Gwadar, and China Overseas Port Holding Company (COPHC). Pakistan and several enterprises provide scholarship support for the institute’s students, enabling them to receive free educational services during their studies. The institute offers one-year and three-year training programs, and upon completion, students can obtain the corresponding graduation certificates. Based on China-Pakistan cooperation, the institute regularly conducts teacher training and development programs to enhance teaching capabilities. Dr. Syed Manzoor Ahmed, Pro-Vice Chancellor of the University of Gwadar and Executive Director of Pak-China Technical and Vocational Institute, noted that the establishment of the school offers numerous vocational and technical training opportunities for students in Gwadar, Pakistan, allowing them to better adapt to the workplace. The institute also plays a significant role in promoting the development of various sectors such as finance and economics in Gwadar.

4.2 Supplying International Vocational Education Public Goods Through Industry-Education Integration

In the process of international cooperation in vocational education, emphasis is placed on integrating and optimizing international educational resources, working closely with international educational institutions, industry associations, and multinational enterprises. Together, they develop a series of high-quality educational products and training services, including online courses, virtual training platforms, international vocational qualification certificate programs, and standard systems. These public service products not only enrich the supply system of vocational education and enhance its level of internationalization but also promote the optimal allocation and sharing of educational resources, effectively boosting learners’ professional competitiveness and innovation capabilities. Additionally, they provide a platform for mutual learning and joint development among countries, contributing positively to building a more inclusive, open, and sustainable global vocational education system and promoting sustainable global economic development.

Deng Yunfeng, Vice Governor of Shandong Province, believes that the “going global” strategy for vocational education should closely align with the needs of Chinese enterprises overseas and the host countries. Currently, more than 50 vocational colleges are collaborating with over 34 enterprises to establish 38 overseas vocational and technical institutes in 23 countries. Named “Ban Mo Colleges” after Shandong’s two pioneers in vocational education, Mozi, the “sage of science”, and Lu Ban, the “sage of craftsmanship”, these institutes aim to share the achievements of vocational education development. Focusing on the actual overseas production needs, they have developed 34 teaching standards, 36 teaching resources, and 16 teaching equipment items in collaboration with partner countries’ enterprises and institutions, providing abundant public products and resources for the global development of vocational education.

Through the “standard-led, resource-output, and multi-faceted training” CEC (College-Enterprise-College) talent cultivation model, Chongqing Vocational Institute of Engineering has established 12 international cooperation platforms, including the Sino-Russian International Academy of Intelligent Manufacturing and the Tanzania Luban Workshop. It has been selected for the first batch of national and provincial pilot projects such as the “Future of Africa” Plan, and collaborates with over 20 BRI partner countries, including Russia and Uzbekistan, training more than 5,000 skilled technical professionals. Yi Jun, Party Secretary of Chongqing Vocational Institute of Engineering, pointed out that the school has innovatively implemented the “Three Integrations, Three Collaborations, and Three Advancements” segmented talent cultivation model. This model is designed to meet the needs of Chinese enterprises by training technical and skilled talent from technicians to engineers and senior management personnel. In the process of internationalizing vocational education, the institute has produced numerous public service products for vocational education, with schools and enterprises jointly setting talent cultivation standards. They have constructed a language and skills integrated curriculum system that includes “language proficiency, general foundation, professional modules, and professional expansion”, aiming to cultivate versatile talent proficient in both Chinese and professional skills. Additionally, they have established a dual certification mechanism for equipment and resources in collaboration with the Chongqing Educational Evaluation Institute and foreign vocational education committees. A multi-dimensional talent cultivation evaluation system has been developed to optimize teaching models and enhance the quality of talent cultivation through precise evaluation and feedback, further promoting international cooperation.

4.3 The “Going Global” Initiative of Chinese Vocational Education Through Projects

The “Resolution of the Central Committee of the Communist Party of China (CPC) on Further Deepening Reform Comprehensively to Advance Chinese Modernization” proposes advancing high-level educational openness. “Vocational education going global” is a beneficial exploration of China’s high-level educational openness to the outside world. Overseas vocational education platforms such as Luban Workshops, Bi Sheng Workshops, Silk Road Schools, Zheng He Colleges, Maritime Silk Road Colleges, and Dayu Colleges are expanding their influence worldwide. According to statistics, there are currently 33 Luban Workshops established in 29 countries, covering 14 specialties and 57 majors, with over 10,000 people participating in Luban Workshop degree education and more than 20,000 receiving professional skills training. Additionally, 39 Silk Road Schools have been established in 33 countries, and the number continues to grow.

The Chinese vocational education going global projects have been well-received and praised by partner countries. Thongsa Inthavong, Deputy Director General of the Technical and Vocational Education Department, Ministry of Education and Sports, stated that cooperation with the Chinese government, renowned universities, enterprises, and research institutions has cultivated highly qualified technical talent with international vision and innovative abilities for Laos. During the cooperation process, China and Laos exchanged teachers for learning, and Chinese institutions assisted Lao institutions in developing scientifically sound talent cultivation programs. Tailored education in language learning, skills development, and cultural exchange has been provided, leading to rapid student growth and high satisfaction, thereby making new contributions to the cooperation between the two countries in the field of vocational education.

4.4 Deep Industry-Education Integration Empowered by Digital Technology

The rapid development of digital technology has provided strong support for the deep integration of industry and education in vocational education. Through digital means, vocational education can achieve the optimal allocation and efficient sharing of teaching resources, facilitating precise alignment between educational content and actual industry needs. Additionally, the application of digital platforms and tools not only enhances the interactivity and personalization of the teaching process but also strengthens the cultivation of learners’ practical skills and innovative capabilities. These advancements, in turn, effectively promote deep integration between industry and education across multiple dimensions, including teaching content, methods, and evaluation, creating a vocational education ecosystem that meets the demands of the new era.

Hang Chuon Naron, Cambodian Deputy Prime Minister and Minister of Education, Youth, and Sport, highlighted that digital technology can significantly enhance vocational education. First, it can optimize various methods and approaches for skills training, such as simulating real-world scenarios that allow students to practice and assess their skills in a simulated real environment. Second, it can provide an online learning environment, enabling them to acquire and access more learning opportunities. For example, online teaching platforms can transcend national borders, institutions, and economic backgrounds, allowing students to access higher-quality education from a broader range, and enjoy diverse vocational education plans. Moreover, online teaching is affordable and cost-effective for everyone.

The innovative effects of digital technology on industry-education integration are continuously strengthening. Digital technology’s role in industry-education integration goes beyond simple connection and expansion; it can drive innovation in organizational structures, systems and mechanisms, curriculum and content systems, practical teaching, and talent cultivation models, thereby enhancing the efficiency and quality of industry-education integration.

Dr. Suriani Abu Bakar, Deputy Vice Chancellor (Research & Innovation) of Sultan Idris Education University in Malaysia, emphasized the importance of innovation in vocational education. She believes that the application of digital technology not only expands students’ learning space and enriches learning content and forms but also stimulates students’ innovative thinking and practical abilities by simulating complex scenarios and promoting interdisciplinary integration. This significantly increases the frequency and quality of innovative activities. Additionally, digital technology can accelerate the transformation and application of innovative results by using data analysis and intelligent matching to precisely align with market demands, thereby enhancing the socio-economic effects of innovation.

A. Azman bin Arshad, Director of the Program and Institutional Planning Division at Malaysia’s Ministry of Higher Education, highlighted that digital technology can promote deep integration between industries and schools, drive high-quality development of vocational education, and better achieve sustainable social development and lifelong learning for individuals. Malaysia is strengthening top-level design, continuously improving network and digital infrastructure, enhancing the construction of high-quality teaching resources, and developing digital and simulated virtual practice fields and industry-education docking service platforms to support the digitalization of vocational education.

Facilitating the ecosystem of supply and demand for cybersecurity talent is crucial to safeguarding the digital development of industry-education integration. The rapid development of the digital economy and intelligent digital economy, with AI applications permeating every sector, demands a more comprehensive and secure network due to the widespread application of digital technologies and the growth of the digital economy. Without the assurance of cybersecurity, economic and social development based on information technology is unstable. Therefore, cybersecurity offers fundamental and strong support, and highly skilled talent in data security and AI security is essential.

Wu Yu, Vice President of Qi An Xin Group, believes that facing the limitation of focusing primarily on theoretical aspects in the supply and training of cybersecurity talent, it is necessary to bridge the gap between industry and education, systematically linking the industrial and educational sectors to enhance the matching of supply and demand. Specifically, this involves bringing industry into schools, establishing modern industrial colleges, or setting up security talent training centers, including establishing security innovation service centers. Through the integration of business with schools, the entire ecosystem is driven towards integration, from teaching practice to business practice to ecosystem practice, from professional development to talent cultivation, from the training of dual-qualified teachers to team building, from curriculum design to teaching implementation, and from internships to pre-employment guidance. This approach ensures that the talent cultivated by schools can fully engage in and participate in specific work within the corporate and industrial sectors, achieving a comprehensive integration of academia, industry, and research.

Industry-education integration is not only an intrinsic requirement for vocational education to adapt to economic and social development but also a core engine driving the high-quality development of vocational education. Globally, the construction and support of national policy systems are key drivers in forming a development pattern of positive interaction between industry and education, and complementary advantages between schools and enterprises. This promotes the optimal allocation and efficient sharing of internal resources in vocational education. Enhancing the alignment between vocational education and regional economies, dynamically adjusting professional settings and curriculum systems, and building a closely linked community of industry-education integration with multiple stakeholders are important pathways for vocational education to achieve this integration. The widespread application of digital technology further expands the depth and breadth of industry-education integration, enhancing the innovation and effectiveness of skilled talent cultivation.

In international cooperation, vocational education integrates international educational resources to develop high-quality educational products and training services. This not only raises the level of internationalization of vocational education but also makes a positive contribution to the construction of a global vocational education system and sustainable economic development. Looking to the future, it is essential to continue advancing industry-education integration in depth, consistently strengthening international cooperation and exchange in vocational education, and building a more open, inclusive, and sustainable global vocational education system.