Exploring the Role of Vocational Education in Promoting Global Sustainable Development

2.1 Green Development Requires Green Competitiveness

Implementing sustainable development concepts in vocational education and training requires aiming for green economic development and promoting social equity and justice while ensuring shared development outcomes. Dr. Mohd Zahari Ismail from the Polytechnic Education and Community Colleges Department of Malaysia discussed how to build sustainable, inclusive, and future-oriented vocational education based on Malaysia’s practices. He noted that Malaysia has engaged in various positive practices and explorations in the vocational education sector, centered around the concept of sustainable development.

In terms of international cooperation, Malaysia has a 50-year history of collaboration with China. Through bilateral agreements, both parties have built strong cooperative efforts that significantly enhance cross-cultural understanding and sustainable development. Domestically, Malaysia’s vocational education system is also highly comprehensive, with 1,345 vocational education colleges and 669 public vocational technical institutions. The development of vocational education in Malaysia is jointly supported by the Ministry of Human Resources and the Ministry of Education.

Particularly focusing on resource deployment, Malaysia ensures that its curriculum has strong green competitiveness by partnering with industries on projects related to green energy and sustainable development. Its green campus initiatives are highly competitive among ASEAN countries, with many institutions participating in green campus initiatives that emphasize the application of green energy-saving technologies and waste treatment.

In the development of vocational education, Malaysia not only integrates sustainable development concepts and green practices but also emphasizes inclusivity. For example, joint training programs are used to enhance the competitiveness of the workforce’s vocational skills, with a particular focus on empowering women, which has increased their vocational skills competitiveness by 40 %. This effort is dedicated to achieving social equity through benefits for all.

2.2 Social Equity Relies on Diversified Vocational Education and Training

The diversification of skills in vocational education contributes to creating a more inclusive labor market, addressing significant global technological and economic transformations. Ms. Lin Yueqing from the Australian Embassy in China elaborated on this using the example of Australia’s Vocational Education and Training (VET) system, drawing from Australia’s practical experience in sustainable development of vocational education and training. This system spans a wide range of economic sectors, helping to address current economic challenges while laying the foundation for sustainable skill development. It aims to assist workers in adapting to industry changes and achieving career growth.

Additionally, the Australian government has implemented a series of measures to align vocational education with economic transformation, guided by a five-year National Skills Agreement. These measures aim to reduce social disparities, promote gender equality, and advance the transition to net-zero emissions, striving to build an inclusive workforce capable of meeting global challenges. This demonstrates Australia’s commitment and action in practicing sustainable development principles within the field of vocational education.

2.3 Global Climate Change Demands Ecological Transformation of Vocational Education

Education plays a crucial role in addressing climate change, and vocational education should take responsibility and proactively address existing development issues in the context of global climate change, actively engaging in sustainable development practices. In terms of sustainable development, it is essential not only to consider the development of the global ecological system but also to further explore the ecological transformation and reform of vocational education in this context. Affected by climate events, countries around the world face a series of challenges. In Brazil, issues such as flooding in the south, drought in the Amazon region, and rising sea levels are severe. Ms. Leticia Leme, from the Brazilian Embassy in China, mentioned that the future depends on whether we can find sustainable economic alternatives that cherish natural resources without depleting them. She listed several efforts made by Brazilian TVET institutions in responding to global climate change and promoting sustainable development, including the National Institute for Amazonian Research using artificial intelligence to combat illegal logging and developing seed germination monitoring software to improve agricultural efficiency; the Federal Institute of Pará researching the energy and material exchange between the Amazon rainforest and the atmosphere; the Federal Institute of Education, Science and Technology of Rondonia extracting natural pigments from Amazon species and optimizing extraction and fixation methods; and the Federal Institute of Alagoas advancing semi-arid soil carbon sequestration projects.

Professor Peseta Sam Lotu-Iiga from the UNITEC used the New Zealand’s responses to extreme climate events as an example to illustrate the integration of vocational education with sustainable development. He pointed out that in 2023, Auckland, New Zealand’s largest city, experienced one of the world’s most severe extreme climate events. Within just four days, the city received the amount of rainfall typically expected over six months, resulting in damage to approximately 7,000 properties, harm to roads and infrastructure, and even the loss of four lives. Peseta Sam Lotu-Iiga believes that such events highlight the importance of applying interdisciplinary approaches to reduce the threats posed by extreme events. He exemplified this with the Hooton Reserve Upgrade Project implemented in 2015. In this project, students from UNITEC’s School of Architecture applied their professional knowledge of climate adaptation principles in practice, utilizing a design-oriented remedial approach to redefine the city as a series of interconnected hydrological and ecological systems, successfully reducing the amount of untreated stormwater in the local catchment area. This demonstrates that the ecological transformation of vocational education is a viable path to addressing, adapting to, and mitigating climate change.

3.1 Innovating Vocational Education Talent Training Models to Address Population Aging

Throughout human history, vocational education has undergone three major educational revolutions. The first was the traditional apprenticeship system in the handicraft era, which effectively passed down skills across various trades. The second occurred after the Industrial Revolution when factories replaced family workshops, machines took over manual labor, and large-scale school-based vocational education emerged. The third revolution arose in response to societal development needs, integrating the traditional apprenticeship system with school-based vocational education to form modern apprenticeships, strengthening the connection between vocational education and practical production. Moving forward, artificial intelligence will become the core driver of the fourth educational revolution, bringing about a comprehensive, fundamental, and transformative shift. The most significant aspect of this transformation is the transition from teacher-centered standardized education management to personalized education services. Whether vocational education can adapt to this transformation will be crucial in determining its ability to sustain high-quality development.

According to the “World Social Report 2023” released by the United Nations, the global population aged 65 and above is expected to more than double by the middle of this century, reaching 1.6 billion by 2050. The China Population and Development Research Center predicts that by 2035, China’s elderly population will reach 326 million, accounting for 22.8 % of the total population. Meanwhile, artificial intelligence is driving a series of changes reshaping society’s future, including the de-specialization of work processes, the flattening of talent hierarchies, and the increasing sophistication of skill-based operations. These shifts will necessitate major adjustments in educational content, significant transformations in teaching methods, and fundamental reforms in educational governance. It is predicted that in the next two to three decades, the home-based care model will remain above 90 %, with AI-supported smart services becoming the new trend in the elderly care industry, largely replacing standardized talent currently being trained.

Professor Cai Dapeng from Beijing Vocational College of Labor and Social Security emphasized that it is crucial to innovate talent training models and proactively adapt to these transformations to address the challenges posed by global aging. The future development of vocational and technical education and training systems should be oriented towards adapting to artificial intelligence. Professionals in the vocational education sector worldwide need to collectively promote the innovation and dissemination of smart elderly care technologies to provide effective solutions for the challenges of global aging.

3.2 International Cooperation in Promoting Efficient Vocational Education Teaching Models

International exchanges can help establish mechanisms for sharing advanced vocational education concepts and teaching methods, fostering innovation in vocational education teaching models. Among these, the Engineering Practice Innovation Project (EPIP) stands out as a highly distinctive teaching model with remarkable achievements in promoting international exchange and cooperation in vocational education. Professor Lü Jingquan from the Luban Workshop Construction Expert Committee emphasized that the core of EPIP is to serve real life, address real-world needs, focus on engineering practice and innovation-driven projects, and use real engineering projects as the foundation for cultivating skilled talent. EPIP revitalizes vocational education and teaching by ensuring it serves daily life and industrial production. The advancement of industry-education integration and the coordinated development of five interconnected sectors further enhance EPIP’s capacity to align vocational education with real-world demands. As vocational education continues to evolve globally, EPIP has played a crucial role in laying a talent foundation for green and sustainable development. By cultivating innovative professionals who can contribute to the growth of green industries, EPIP enables countries to mutually benefit from vocational education advancements, fostering long-term sustainable progress and establishing a more equitable global vocational education framework.

Mayuree Sriraboot from Ayutthaya Technical College in Thailand discussed the future direction of Thailand’s vocational education, drawing on national policies, international cooperation with China, and the role of foreign experience in advancing Thailand’s vocational education. She noted that since the launch of the Thailand Luban Workshop cooperation project in 2015, BRI partner countries have continuously innovated in practice based on Chinese teaching methodologies, cultivating many highly skilled vocational professionals. The partnership between Thailand and China in vocational education has grown increasingly close, significantly enhancing the development of skilled talent and advancing vocational education. Therefore, she further advocated for the concept of humanity as a shared community, with co-creation, sharing, and mutual benefit as core principles to collaboratively address the challenges brought by global development.

3.3 Establishing a Diverse Evaluation System for International Cooperation in Vocational Education and Training

International cooperation is crucial in establishing a comprehensive and scientifically sound vocational education evaluation system, essential for improving the quality of vocational education and promoting its long-term development. Such cooperation encourages the participation of multiple stakeholders, including governments, society, and educational institutions, integrating the characteristics of existing vocational education evaluation systems and multi-stakeholder assessments to further refine vocational education evaluation frameworks. Mr. Hai Bo, Senior Advisor at the Organization for Economic Cooperation and Development (OECD) in China, noted that as a major international organization, the OECD plays a role in many fields. Based on its Programme for International Student Assessment (PISA), the OECD has launched the PISA-VET initiative. This initiative aims to support global vocational and technical education and training by developing, piloting, and implementing preliminary VET training programs, and conducting international standardized assessments of these programs. It is committed to equipping students with practical skills to meet the demands of green transition and high-quality development, while providing countries with opportunities for comparison and policy insights regarding the relevance, quality, and equity of primary education and training programs.

Through collaboration with numerous experts, vocational education professionals, research institutions, and international organizations worldwide, the OECD establishes multi-party partnerships to ensure a comprehensive and accurate evaluation of project outcomes. These initiatives reflect the OECD’s active explorations in the field of international vocational education and training evaluation. By promoting international cooperation, the OECD facilitates the exchange and mutual learning of vocational education among countries, laying a solid foundation for the sustainable development of global vocational education.

3.4 Vocational Education Cooperation as a Foundation for Global Industrial Development

With the global transformation and upgrading of industries, particularly the increasing investment and contribution of high-tech industries and emerging service sectors, the demand for corresponding talent has also risen. As a crucial pathway for cultivating technical skills, vocational education carries the important mission of meeting new employment requirements. It needs to adapt to the changing talent demands brought about by global industrial upgrades through international cooperation. Professor Yuan Dayong from the School of International Education at Beijing Foreign Studies University, based on the school’s explorations of international cooperation in vocational education, suggests that promoting sustainable development through vocational education cooperation can start from conducting international comparative research, building international cooperation platforms, integrating industry and education internationally, and deepening language and cultural exchanges.

Professor Xu Jianling from Shenzhen Polytechnic University, drawing on the university’s educational experience, elaborates on the path of international development in vocational education. In its international practice, the university has constructed a high-quality international development model centered on digital transformation, referred to as the “One Core, Six Edges” model, which promotes the sustainability of international industry cooperation and talent cultivation.

Ms. Loubna Tricha from the Moroccan Office of Vocational Training and Employment Promotion mentioned that Morocco, as an emerging African power, places high importance on vocational education, prioritizing it nationally to strengthen economic structures and meet the needs of strategic sectors like automotive and aviation. Its vocational training reform transforms traditional models into modern, innovative models that attract young people, creating new-generation centers like “Cities of Trades and Skills” to offer cutting-edge training programs and shared facilities. In terms of international cooperation, Morocco has adopted new educational methods, emphasizing the development of soft skills, including teaching, communication, entrepreneurship, and language skills.

Through innovative strategies and a firm commitment to vocational training, Morocco not only lays a strong foundation for its own development but also, through international cooperation, encourages more countries to value vocational education. This contributes to the sustainable development of global vocational education, expands global perspectives in international cooperation, and achieves mutual benefits and common development.

4.1 High-Skilled Talent Demand Driven by Technological Innovation and Industrial Upgrading

Technological innovation is the core driving force for industrial upgrading. Through technological innovation, traditional industries can be transformed towards higher-end, smarter, and greener operations, thereby increasing their added value and competitiveness. Zhao Fengwen from Shandong Polytechnic pointed out that talent cultivation should closely align with the needs of industries and enterprises. Additionally, there should be a focus on the digital-intelligent future, strengthening digital empowerment in talent training. Komatsu’s enterprise expert Gareth Remington highlighted that vocational education acts as “a glue between the sustainable development goals of quality education and industry, innovation and infrastructure”. He used Komatsu’s practices in mining development as an example to explain how vocational education serves as this adhesive, effectively linking the two by stimulating innovation and supporting critical infrastructure.

Specifically, in the context of the mechanization era, mining methods have undergone profound changes. From very primitive extraction methods—where workers would load materials with shovels onto small carts, and then horses would drag them to the surface—to today’s track-mounted conveyors, the development of high tech has significantly increased production efficiency. The transformation of traditional industries brings not only improvements in industrial efficiency but also changes in the demand for the education and training of miners. In the past, mining, as a primitive industry, mainly relied on human muscle power, and miners did not need formal training. Their skills were mostly acquired informally, such as through word-of-mouth from colleagues and mentors.

As the technological content of mining has increased, mining organizations and regulatory bodies have recognized the importance of formal employee education and training, gradually forming a training and education system led by the government and managed by mining companies. As the mining industry continues to evolve, especially with emerging mining technologies spurred by technological innovation leading to increasingly complex mining methods and mechanical systems, the demand for formal education and training for employees will continue to grow. In other words, the formalization and intelligentization of vocational education is the best support for serving technological innovation and industrial upgrading.

4.2 Digital Technology Driving Reforms in Vocational Education and Training Models

The rapid development of digital technology worldwide is profoundly transforming various industries. Traditional education models can no longer meet the demands of skills training, and as technology continues to advance, the requirements of vocational fields are evolving at an accelerated pace. Ms. Shen Jiesi from the British Department for Business and Trade at the British Embassy in China, speaking from the perspective of digital transformation, highlighted that the key issue facing vocational education today is not merely whether digital technology will impact skills training, but rather how to effectively leverage digital tools to design and optimize training programs in response to changes brought about by automation, artificial intelligence, and digital platforms. This shift necessitates that countries promptly develop and reform vocational education strategies to provide flexible, personalized, and widely accessible education.

Mr. Li Junfeng from Huawei emphasized that Huawei places great importance on technological innovation while also recognizing the requirements of sustainable development. Huawei has made multi-dimensional in-depth practices and positive contributions, especially in the application of digital tools for sustainable development. The company has formulated four major sustainable development strategies: digital inclusion, security and trustworthiness, green environmental protection, and harmonious ecosystems. These strategies have enabled more people to enjoy the benefits of digital technology, allowing nearly 90 million people in remote areas to access digital technology, thus playing an active role in bridging the digital divide and promoting social equity.

Against the backdrop of intense global competition for digital talent and a growing talent gap, Huawei has focused on two key areas: ICT talent development and education digitalization. With its comprehensive ICT capabilities, Huawei provides strong support for ICT talent development, assisting talent growth from hardware to software. In terms of education digitalization, Huawei emphasizes the application of ICT technology in all aspects of vocational education. Through comprehensive ICT training courses, Huawei creates new practical classrooms, offering development opportunities for students from various educational levels and promoting the fairness and sustainability of talent cultivation.

Huawei’s approach demonstrates that expanding skills training cooperation and building digital skills models to provide platforms for learners of all kinds in the digital economy is essential to effectively promoting sustainable development and talent cultivation in the field of vocational education.

4.3 Sustainable Education as the Key to Achieving Sustainable Development

Education plays an irreplaceable role in the process of social transformation, and sustainable education is essential in addressing the challenges of unsustainability. Longhurst et al. (2014) define sustainable education as “a process that equips students with the knowledge and skills needed for work and life, ensuring the well-being of the environment, society, and economy both now and in the future”. Achieving the sustainable development goals requires significant reforms in curricula, teaching methodologies, and institutional structures (Nousheen et al. 2020).

Steidl from the Hanns Seidel Foundation in Germany emphasizes that economic prosperity, social well-being, and environmental health are intrinsically linked. These three dimensions are interdependent and together form a sustainable environment. Economic activities need to consider social and environmental sustainability, the enhancement of social welfare requires support from the economy and the environment, and environmental health is the foundation for economic and social sustainable development. Education institutions are an important part of the environment and serve as engines for ensuring a healthy environment. As places where future generations receive training, they should create an environment worth living in and provide corresponding guarantees for the continuation of the living environment.

He emphasizes that sustainable education is an important foundation for ensuring a healthy environment and suggests applying a comprehensive action concept to real-world sustainable education. This means that the problems students face in the classroom should be real-life challenges that need to be overcome, and solutions should be explored in the classroom through the complete cycle of thinking, planning, and acting. This approach helps internalize knowledge and develop the ability to solve problems independently, thus enhancing relevant social skills. Action-oriented teaching methods require tailoring action-focused instruction for trainees and also demand that teachers receive corresponding training, integrating the themes of sustainability and environmental protection into the curriculum. This lays a solid foundation for a healthy environment for future generations, achieving the shared well-being of the economy, society, and the environment.

In summary, the practices and explorations of various countries in different areas provide diverse experience and directions for promoting the development of global vocational education, addressing contemporary challenges, and implementing the concept of sustainable development. Education is of great significance for achieving sustainable development, and vocational education plays a crucial role in promoting global sustainability. The development of vocational education should focus on the present and look towards the future, bravely facing the challenges of the times, proactively taking responsibility, and seeking deep integration with green development. It should be committed to reducing social disparities and promoting social equity. Additionally, it is important to actively engage in international exchange and cooperation, jointly exploring new directions for international cooperation in vocational education to gather strength for the collaborative development of vocational education on a global scale.

Moreover, it is essential to correctly interpret the responsibilities and obligations of vocational education within the broader context of global industrial structure and layout adjustments. This includes exploring strategies for the digital transformation of vocational education and innovation in talent cultivation models, and strengthening the training pathways of industry-oriented technically skilled talent. Ultimately, continuously expanding the innovative directions of vocational education development will contribute more significantly to the goal of promoting global sustainable development.