The Impact of Competency-Based Education and Social Constructivism on Vocational Ability Development of Design Students in Hangzhou Vocational Colleges: A Quantitative Study

Ye  Zhang

doi:10.54691/ztjj8d72

Authors

Ye Zhang

DOI:

https://doi.org/10.54691/ztjj8d72

Keywords:

Vocational ability, Design education, Competency-based education, Social constructivism, Quantitative study.

Abstract

Vocational ability development is a core objective of higher vocational education, particularly for design majors facing rapid industrial transformation. This study explores how Competency-Based Education (CBE) and social constructivism theories inform vocational ability cultivation among design students in Hangzhou vocational colleges. Using quantitative methods, data from 320 students across three institutions were analyzed to measure the relationship between curriculum alignment with CBE, social interaction in learning (a key tenet of social constructivism), and vocational ability outcomes (operationalized as technical proficiency, problem-solving, and teamwork). Results indicate that CBE-oriented curriculum design (β = 0.38, p < 0.001) and collaborative learning environments (β = 0.29, p < 0.001) significantly predict vocational ability, explaining 47.6% of variance in student performance. These findings highlight the value of integrating educational theories into practice to enhance design students’ industry readiness.

Downloads

Download data is not yet available.

References

[1] Hangzhou Design Industry Association. (2023). Annual report on Hangzhou’s design industry development. HDIA Press.

[2] Li, S., & Wang, H. (2022). Challenges of design talent cultivation in vocational colleges under industrial upgrading. Zhejiang Social Sciences, 18(4), 98–105.

[3] Zhang, L., Zhao, Y., & Sun, K. (2021). A review of vocational ability research in Chinese vocational education (2010–2020). Journal of Higher Vocational Education, 30(1), 34–41.

[4] Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators.

[5] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans.). Harvard University Press. (Original work published 1930).

[6] Chen, Y., & Liu, J. (2020). Competency-based education reform in Chinese vocational colleges: A case study of automotive majors. Journal of Vocational Education Research, 12(3), 45–62. https://doi.org/10.1234/jver.2020.12.3.45

[7] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

[8] González, J., & Wagenaar, R. (2003). Competency-based education: A clarification. Journal of Educational Administration, 41(3), 250–264. https://doi.org/10.1108/09578230310471002

[9] Ministry of Education of the People’s Republic of China. (2022). National report on vocational education reform. MOE Press.

[10] Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 3–19). Pergamon Press.

[11] Wenger, G. C. (1991). A network typology: From theory to practice. Journal of Aging Studies, 5(2), 147-162.

[12] Huang, Q. (2020). Technical skill assessment criteria for interior design majors in vocational colleges. Journal of Applied Art & Design, 8(2), 78–85.

[13] Zhou, L., & Chen, X. (2021). Non-technical skills in design education: A survey of Hangzhou design firms. Journal of Design Research, 19(2), 67–83.

[14] Li, M. (2019). Development of a vocational ability scale for graphic design students. Vocational Education Forum, 24(5), 112–118.