新质生产力背景下“数智工匠”能力标准与培养体系研究

New quality productive forces are an important impetus for high-quality development. Talents are the primary resource, and the development of new quality productive forces require a large number of high-quality technical and skilled talents. Vocational education is required to provide strong support for talent cultivation. This article first explains the basic connotation of new quality productive forces, and then analyzes the internal logic of the dual drive between new quality productive forces and vocational education development, as well as the talents supply and demand mechanism of vocational education and new quality productive forces. On this basis, a system of industry-education integration and talent cultivation is constructed to empower new quality productive forces through vocational education. Vocational colleges should meet the requirements of developing new quality productive forces, improve the accuracy of talent supply and cultivation quality, carry out high-quality construction of the industry-education integration community, and improve the integrated system of talent cultivation. Therefore, the impetus for vocational education to empower the development of new quality productive forces can be enhanced, providing strong talent support for high-quality development.

As the core driving force of the data-driven economy, the new quality productive forces are profoundly reshaping the training paradigm for technical and skilled talents. Vocational colleges, as the main base for cultivating high-skilled talents, are transforming their talent cultivation model from "single job adaptation" to "composite ability development." Based on the characteristics of new quality productive forces, this paper analyzes from three dimensions: evolution of capability structure, reconstruction of the cultivation system, and optimization of system mechanisms. The study indicates that vocational education urgently needs to break through the traditional linear curriculum system and one-way knowledge transmission path, and build a three-dimensional education model of "cognitive drive—structural coupling—dynamic feedback." Through the reorganization of teaching content, innovation of ability generation mechanisms, and optimization of evaluation systems, it promotes the deep alignment between vocational education systems and the development of new quality productive forces, meeting the demand for high-skilled talents in the new quality productive forces.

In the contemporary epoch of novel productive forces, the cultivation of high-quality, application-oriented talent is imperative for the advancement of the new chemical materials industry. The proposed model is a “three joints and five collaborations” university-enterprise collaborative talent training model. The “three joints” refer to joint team building, joint talent training, and joint science and industry, whereas the “five cooperations” include cooperation in the establishment of training programs, teaching of quality management, cultivation of high-level students, promotion of industrial scientific research, and sharing of achievements. This model addresses the challenges faced by traditional talent cultivation modes in meeting the demands of new productive forces. The Applied Chemistry Program at Putian University, in collaboration with several leading enterprises in Fujian Province, has established internship bases, restructured the curriculum system, and strengthened practical teaching. These efforts have yielded substantial advancements in students’ application and innovation abilities. Notable outcomes include a 99% employment rate, with 25% of graduates pursuing further education, and 83% of employed graduates adapting “seamlessly” to technical roles. Furthermore, students have published over 100 papers and obtained more than 10 patents. The model has also facilitated the transformation of scientific research achievements into productive forces, generating significant economic benefits for the enterprises involved. This model offers a promising approach for local universities to cultivate high-quality talent that meets the demands of new productive forces. This study provides a valuable reference for the transformation, upgrading, and high-quality development of China’s new chemical materials industry and broader manufacturing sector.

With the acceleration of population aging in China, the contradiction between the supply and demand of elderly care service talents has become increasingly prominent. As a new form of productive forces driven by digital technology, knowledge capital, and collaborative innovation, new-quality productive forces provides a new perspective for the cultivation of vocational education talents in elderly care services. By systematically sorting out relevant theoretical and practical achievements at home and abroad, this study explores effective paths to enhance the post competence of vocational education talents in elderly care services from the perspective of new-quality productive forces, which is of great significance for promoting the transformation of the elderly care service industry towards high-end and intelligent development.

… of innovative and skilled human capital shapes the evolution of new quality productive forces (NQP). Results show that both innovative and skilled talent development independently …

The development of New-Quality Productive Forces (NQPF) has emerged as a core driver of China’s high-quality economic growth, generating an urgent demand for high-caliber compound foreign language talents equipped with technical and vocational competencies. As a pivotal link connecting the education, talent, industrial, and innovation chains, vocational undergraduate universities play an indispensable role in cultivating such talents to underpin NQPF advancement. However, the current foreign language talent training in these universities faces prominent challenges, including ambiguous orientation, inadequate practical teaching, insufficient industry-education integration, and simplistic evaluation mechanisms, resulting in a mismatch between graduates’ capabilities and industrial needs. Employing a qualitative case study approach, this research focuses on the Applied English program at a vocational undergraduate university. By analyzing relevant literature and data, it identifies the core dilemmas in talent cultivation and proposes a five-dimensional optimization framework. The study aims to provide practical pathways for nurturing foreign language talents with solid linguistic proficiency, industry-specific expertise, and digital capabilities, thereby supporting the international upgrading of industries and the sustainable development of NQPF.

High-Ievel specialised training has specific requirements such as facility transformation and upgrading, social service improvements and optimisation of dedicated teaching resources. On the basis of existing advanced industrial clusters in Taizhou and forecasts for professional growth and industrial supply chain needs, Taizhou Vocational and Technical College has formed a specialised group for intelligent manufacturing technologies to meet future demand. Various innovations have been made in aspects of specialised construction, exploration of international paradigms, local talent cultivation, professional teaching reform, recruitment of high-level teaching staff, and integration of production and education. These innovations provide vocational schools with experience to learn from and practical cases to refer to for improving high-level specialised manufacturing education.

In the age of digital intelligence, supported by the rapid development of artificial intelligence generated content (AIGC) and intelligent manufacturing, the textile and apparel industries are undergoing a comprehensive transformation, moving from traditional manufacturing to data-driven design and intelligent production. These aspects of production are gradually being implemented throughout the fashion industry's value chain, from spinning to retail. Consequently, there is a growing demand for fashion designers who are highly versatile and possess strong digital and innovative skills. This study aims to construct a training mechanism for vocational undergraduate fashion design education. The challenges facing domestic higher vocational education—such as outdated and rigid curricula, similar competency structures, the decline of practical teaching and school-enterprise cooperation, and one-sided evaluation mechanisms—are analyzed in detail. Based on this analysis, a competency framework oriented toward "digital intelligence + future skills" is proposed, as well as a "five-in-one" approach to cultivating fashion design professionals, including the use of artificial intelligence technology in content and teaching-method development, the development of an interdisciplinary curriculum based on cooperation between art and engineering, the creation of authentic school-enterprise co-creation teaching scenes, the digital construction of faculty teams, and the improvement of outcome-based evaluation and skill-certification systems. This provides a theoretical basis and a practical model for the construction of Chinese-style vocational undergraduate fashion design education, along with a "China solution" for the global popularization and application of vocational education.

: The recent development of digitization has significantly influenced various sectors of the economy, and the Industrial Craft Sector is no exception. The transition to digital technologies and processes is inevitable and holds the potential for increasing efficiency and creating competitive advantages. This research used the Design Science methodology to develop a Digital Mindset Competence Model. This model comprises eight dimensions specifically tailored to the requirements and challenges of the Industrial Craft Sector. These dimensions aim to promote and strengthen the digital mindset among professionals in the Industrial Craft Sector. To ensure the validity and relevance of this model, experts from the Industrial Craft Sector were involved in a qualitative methodology. The combination of scientific methodology and practical experience ensures a comprehensive perspective and guarantees the applicability of the developed model. The results of this research underscore the importance of digital transformation in the Industrial Craft Sector and the necessity of a digital mindset. The developed Digital Mindset Competence Model provides a targeted approach to promoting digital competencies in the Industrial Craft Sector and guides future developments in this area. It becomes evident that an appropriate digital mindset is essential to optimally leverage the potentials of digitization in the Industrial Craft Sector and successfully navigate continuous change. This scholarly contribution contributes to raising awareness of the significance of a digital mindset in the Industrial Craft Sector. It forms a basis for further investigations and practical applications within digital transformation.

… digital innovation craftsmen in next-generation communication technologies is studied. The core competency requirements of digital innovation craftsmen are … intelligence and intelligent …

… of artificial intelligence technology puts forward … -competence-quality-digital’ dimension of digital craftsmen based on the condensation of the educational structure of digital craftsmen in …

In the context of the new round of scientific and technological revolution and industrial transformation, intelligent manufacturing has become a key factor in global manufacturing competition. However, China is experiencing a severe shortage of talent in this field, particularly among those with interdisciplinary knowledge, outstanding engineering skills and disruptive innovative thinking. This paper aims to systematically explore the theoretical and practical pathways for cultivating such talent. Firstly, it analyses the key challenges currently faced in talent development with regard to knowledge structure, training models, industry-education integration, and evaluation mechanisms. Secondly, it elaborates on the urgency and strategic importance of cultivating such talent in three areas: national strategic security, industrial transformation and upgrading, and international technological competition. Building on this, the paper proposes a comprehensive talent cultivation framework comprising four pillars: 'Cultivation Mechanism-Experimental Teaching and Management System-Evaluation System-Safeguard Measures'. Notably, the paper innovatively proposes an experimental teaching and management system oriented towards deep industry-education integration. This system employs real industrial cases and implements whole-process refined management, serving as a key bridge connecting theory and industry. The system emphasises the 'Four Modernisations' goal for laboratory construction and the 'Whole-Process Refinement' model for teaching management, with the aim of substantially enhancing students' innovation and practical capabilities. The aim of this research is intended to provide a theoretical reference and practical guidance for deepening the reform of engineering education in China, as well as for the construction of a new talent cultivation paradigm that meets the future development needs of intelligent manufacturing.

Carpenters and joiners form a significant segment of the workforce in the building industry. They are often among the first to arrive at construction sites and the last to leave, as they are involved in various stages of construction, from setting out building layouts to finishing works. The construction sector is currently experiencing rapid transformation due to emerging technologies in tools, materials, and processes, particularly in the area of digitalisation. This development necessitates a reassessment of traditional skill requirements. In addition, the introduction of new technologies has led to the continuous evolution of safety standards and regulations. This study therefore examined the skill needs of carpenters and joiners for the construction of smart buildings in Niger State, Nigeria. The population of 362 construction professionals (128 registered architects, 94 engineers, and 140 carpenters and joiners) were targeted for the study. 188 respondents were selected and used for the study. Data were collected using the Carpentry and Joinery Skills Instrument for Smart Buildings (CJSISB), administered in collaboration with registered professionals through a Google Scholar-based application. The instrument recorded a reliability index of 0.81, established using Cronbach’s alpha. Mean and standard deviation were used to answer the research questions, while one-way ANOVA was employed to test two null hypotheses at the 0.05 level of significance using IBM SPSS version 26. Findings from the study on skills required for the use of structural insulated panels by carpenters and joiners in smart building construction revealed that nine skills were needed, with mean scores ranging from 3.69 to 3.93. The overall grand mean of 3.37 fell within the decision range of 2.50–3.49, indicating that all identified skills were considered necessary for the effective use of structural insulated panels in smart building construction. Based on these findings, it was recommended that government and relevant stakeholders in the construction industry should establish targeted training programmes aimed at enhancing knowledge and practical skills in the use of structural insulated panels and recycled materials for smart building construction among carpenters and joiners.

The European fashion craftsmanship sector is renowned worldwide for its excellence and competitive value in producing tangible and intangible cultural heritage (ICH) in creative practices and material artifacts.However, the competition of mass production at lower costs and the increasing jobs digitalization threatens the survival of fashion craftsmanship knowledge.In this context, Industry 4.0 (I4.0) technologies could become a trigger to transform fashion craftsmanship by hybridizing workflows via new tools, gestures, and creative acts.Due to a technological and socio-cultural divide between the old and future generations of fashion craftspeople, new educational models are necessary to update the skills and imagination of future fashion professionals towards the revival of crafts ICH while accounting for holistic multidimensional sustainability.Therefore, the paper presents an interdisciplinary challenge-based learning experience conducted at Politecnico di Milano and University of Borås, combining a design and business management methodological approach to deliver Fashion-Tech proofs of concepts (covering product, service, process, and business model innovations).Delivered proofs of concepts demonstrate the potential of I4.0 technologies to preserve cultural diversity and local heritage, improve multiple dimensions of sustainability, and empower creativity and connectivity between different stakeholders.New products, services, processes, and business ecosystems of hybrid fashion craftsmanship can contribute to interdisciplinary learning spaces where different users/stakeholders connect and engage in co-creation and co-learning activities.Besides, the developed educational model can be applied to training fashion craftspeople 4.0.

Abstract China is the main technology research and development country in the world’s bamboo industry, as well as the main producer and exporter of bamboo products. It ranks at the international leading level in terms of bamboo forest area, stock volume, bamboo product output and scientific research level. However, through literature review, it is found that the development of bamboo products in the modern social environment still faces many challenges. The author searched the keyword “bamboo product design” through CNKI and SCOPUS database systems, and initially retrieved 562 literatures. According to the screening criteria “Bamboo Product Design Status and Strategies”, and excluding redundant and repetitive studies, 76 papers were finally screened and identified. The author uses the A-type graphical tool of the KJ method to combine, classify and analyze the keywords in the “problem” literature, and use the relationship between these materials to organically combine and summarize these facts. It is found that there is a gap in capability between bamboo product designers and craftsmen. What is the gap between them? How to narrow the gap between them and improve their design capability? This is the research question of this study. To a certain extent, it is one of the key factors for the insufficient design innovation of bamboo products and the inability to meet consumer demands. Therefore, this study constructs a strategic framework of five capability dimensions by reviewing the literature on design capability management, combining product design standards and design capability demand theory, and incorporating the unique relevant factors of bamboo product design. The framework aims to improve the knowledge system and professional capability of craftsmen and designers to enhance the diversification and innovation of bamboo products, help the bamboo industry to clarify the market positioning of products, and meet people’s needs for bamboo products in modern life.

This paper presents a professional competence indicator system for undergraduate architecture students.Grounded in national policy documents, theories and international frameworks, the system covers five dimensions with 51 indicators.Policy-text analysis, principal-component analysis and online recruitment data mining were integrated, with indicator weights assigned through a weighted-coefficient method and dynamically updated.A 'graduate-employer' dual-evaluation model and a curriculum-reform pilot were introduced to verify feasibility and effectiveness.The system offers an operational instrument and reference framework for optimising architecture-talent cultivation programmes and consolidating industry-education symbiosis.

… adapt to the upgrading of digital and intellectual scenarios. With … based on job core competence image. By analysing the … and the drawing of core competence portraits, we establish a …

This study investigates the impact of various educational and social factors on the digital skills of vocational education and training (VET) students, emphasizing the significance of continuous skill development in the digital age. Utilizing structural equation modeling (SEM), the paper analyzes data from 382 adult VET students in Greece, examining the effects of Erasmus program participation, daily computer use, educational platforms, and social network engagement on digital competencies. The findings reveal that participation in Erasmus programs and the use of educational platforms significantly enhance students’ digital skills, highlighting the value of international experiences and digital learning tools in VET. Conversely, daily computer use alone does not significantly impact digital skills, suggesting that structured and purposeful digital tool integration is essential for skill development. The study also underscores the positive role of social networks in improving content management skills, advocating for their strategic use in educational settings. These results demonstrate the need for targeted digital literacy initiatives within VET programs to prepare students for modern labor market demands. The research contributes to the theoretical understanding of digital skill acquisition and offers practical insights for educators and policymakers to enhance VET curricula, fostering economic and social progress through improved digital literacy.

The article updates the problem of developing digital skills in future teachers of specialized and vocational training. The possibilities of using informal education to solve this problem are identified. The need for developing modern digital skills of future teachers of specialized and vocational training based on competency-based, integrated, context-oriented and multimodal approaches is substantiated. During the experiment, a phased formation of digital skills is carried out: at the preparatory, project, training and final stages. The main task of the preparatory stage is to familiarize students with the features of using digital technologies, the structural components of digital skills and indicators of their formation. All students during their studies at the university take a course on the theoretical foundations of using digital technologies in education. At the project stage, the main task is to develop the ability of future teachers to professional self-management. Students of the experimental group additionally participate in a workshop and independently develop personal programs for the development of digital skills in the context of informal education. At the training stage, students of the experimental group implement these programs. At the final stage, students of the control and experimental groups perform creative work. Feedback on personal programs is provided by experts from among university teachers and practicing teachers. In the process of experimental work, the effectiveness of the development of digital skills in the context of informal education of future teachers is tested. The use of digital technologies is presented at three levels: household (low), user (medium), professional (high). The experiment shows the feasibility of using personal programs for informal education. Generalization of the results of the experimental work demonstrates the advantages of informal education in the formation of digital skills of future teachers of specialized and professional education.

… resources”), Pedagogy related to classroom implementation (eg, “I use digital … use digital technologies to assess students’ abilities”), and Student digital competence (eg, “At our school, …

Against the background of digital transformation processes that are currently changing the world of work, this paper examines general digital competences of beginning trainees in commercial vocational education and training (VET) programs. We are particularly interested in factors influencing digital competence profiles. From survey data including N = 480 trainees in one federal state in Germany, we were able to identify three different competence profiles (based on the trainees’ self-assessment of their general digital competence). Initial descriptive analysis reveals differences between competence profiles of different training professions (industrial clerks and retail salespersons reach higher competence levels than salespersons). However, regression results indicate that these differences can be explained by differences in school leaving certificates. Contrary to prior empirical evidence, we find no significant effect of trainees’ gender. Finally, the frequency of certain private digital activities (e.g. using office programs, conducting internet searches) affects digital competence profiles. Implications for both VET programs and further research are discussed.

… Centre developed the Digital Competence Framework for Educators (… digital competence into six interrelated areas (professional engagement, digital resources, teaching and learning, …

… digital tools in their teaching practice. However, the mechanism through which teachers' digital competence … especially in the context of vocational education and training. The aim of this …

… growing body of literature on digital competence development in vocational education by offering a structured empirical model that links foundational digital skills, platform engagement, …

Digitalization in higher education constitutes a fundamental vector of contemporary societal progress, reshaping traditional paradigms of pedagogy, research methodologies, and institutional governance. Within the global information landscape, digital technologies function not merely as facilitators of educational communication but as transformative agents that redefine knowledge acquisition, processing, and dissemination. The current phase of educational evolution is characterized by the proliferation of digital platforms, which significantly enhance accessibility to academic resources and foster flexible, adaptive learning environments. The integration of advanced digital technologies across all facets of the academic process underpins the digital transformation of universities. The adoption of digital tools necessitates a reconfiguration of conventional instructional methodologies, incorporating multimedia applications, interactive simulations, and immersive technologies such as virtual and augmented reality. These innovations serve to augment student engagement and align educational experiences with practical professional scenarios, particularly in disciplines where experiential learning is indispensable, such as pedagogy and engineering.  Beyond instructional practices, digitalization exerts a profound influence on the organizational and administrative dimensions of higher education institutions. The implementation of automated management systems optimizes processes such as student enrolment, academic performance monitoring, and institutional communication. Concurrently, the integration of digital technologies within scientific research fosters interdisciplinary collaboration and enhances access to extensive electronic repositories, thereby amplifying the efficiency and scholarly impact of academic inquiry.  The present study seeks to develop a comprehensive model for the digitalization of professional training for future vocational education teachers. To achieve this objective, a comprehensive theoretical analysis of scholarly literature on educational digitalization was conducted, complemented by an empirical study employing a structured survey. The survey aimed to evaluate students’ foundational digital competencies, the readiness of both educators and learners to integrate digital technologies into the educational process, and the primary challenges hindering this transition. The research utilized both quantitative and qualitative methods for data analysis to ensure a robust and multidimensional assessment of the findings. The findings serve as the foundation for the development of a structured model aimed at enhancing the digitalization of vocational education teachers, ensuring its congruence with contemporary educational imperatives. 

The research aimsto develop modern learning activities and enhance training models to promote digital skills for Vocational teachers in Thailand. A sample group of 50 teachers from two curricula, Industrial Engineering and Business, was selected from the Office of the Vocational Education Commission in Samut Sakhon Province, Thailand, in 2023, selected by the voluntarymethod. The research instruments in this research was as follows: 1) the modern learning activities and strengthening training model, 2) the training handbook, 3) the achievement test, 4) the evaluation forms of creating digital media, and 5) the trainee satisfaction assessment. The study was conducted using a one-group pretest-posttest experimental design, with the training and data collection carried out over a total duration of approximately 21 hours.The statistical methods used in this research included the mean, percentage, standard deviation, and t-test for dependent samples. The research results found that 1) The evaluation result of the quality of the training model that enhances modern learning activities is at a high level (𝑥̅= 4.45, SD = 0.19), 2) The trainees’ digital skill scores significantly increased after the training with a statistically significant difference at the .05 level (p < .05), 3) Trainees have high-level skills in creating digital media and modern learning activities (𝑥̅= 4.01), equivalent to 80.24%, and 4) The trainees are high satisfiedwith modern learning activities and strengthening training model to promote digital skills(𝑥̅= 4.34, SD=0.17). Therefore, the developed training model can effectively promote trainees' knowledge and skills in digital media.

This study examines the digital pedagogical competencies of English teachers at Liaocheng Vocational and Technical College, particularly emphasizing their digital literacy, technology integration in teaching, and effective use of digital resources. In response to the increasing demand for digital skills in education, the research aims to identify the current levels of digital proficiency among these educators, analyzing factors such as age, gender, educational background, and teaching experience that may influence their abilities. Adopting a descriptive quantitative methodology, the study uses descriptive statistics to assess teachers' expertise with digital tools, highlighting their capability to incorporate technology into pedagogical practices. The findings reveal a high level of digital proficiency among the teachers surveyed. Specifically, they demonstrate strong digital literacy skills, an effective pedagogical integration of technology, and an adeptness in managing and utilizing digital resources in their teaching processes. These results align with prior studies suggesting that digital skills enhance teaching effectiveness and foster student engagement in modern educational settings. Despite these strengths, the study also identifies potential areas for growth, including the development of personal online presences and the integration of social media platforms for educational purposes. The study’s conclusions underscore the importance of continued professional development in digital pedagogy for vocational educators, recommending targeted training programs to support these teachers in refining their digital skills. This improvement would enable them to effectively support student learning outcomes, contributing to more dynamic and engaging educational experiences.

The article analyzes the factors caused by the threat of spreading the coronavirus infection COVID-19 and introducing the martial law in Ukraine which affect the state of the vocational education. Taking into account the modern challenges and problems based on the analisys of the legislation the main directions of the vocational education development were determined. In particular, improving qualifications and professional development of teachers’ staff, enriching material and technical base of the vocational education institutions and educational programmes as well. Trendwatching of the modern labour market made it possible to single out its main trends: a change in the structure of employment, primarily an increase in the variability of employment; lifelong learning; automation and robotics; age diversity; forming hard skills, soft skills, digital skills; multipotentiality, background, interdisciplinarity. In order to solve the urgent problems and ensure the reorientation of the vocational training of qualified workers and improving its quality, special measures were suggested, including participating in the projects financed from the EU funds; developing educational modules and special courses for promoting lifelong professional development of teachers, improving educational programmes to enable improvement of the material and technical base of the vocational education institutions and professional development of teachers.

… the digital competence development process greatly hinges on realistic and effective teacher self-reflection. Within this framework, digital competence … vocational education system, we …

The rapid development of technologies and their application in all branches of the economy calls for digitalization of education as a prerequisite of improving the quality of vocational training. Digital technologies in their turn allow to diversify the mode of training according to the needs arising under various circumstances. In some countries like Australia and Canada, online and blended learning are the only possibly form of training due to learners’ remotedness to schools. But as recent experience shows, introduction of online education was the only way out to sustain it under the conditions of the COVID-19 and now by the wartime and absence of access to educational facilities. In this was, the necessity of digitalization of education is constantly growing together with its increasing range of applicability. Now all production processes and processes of the service sector are under the influence of digital technologies, because modern machines are operated by computers. Modern military equipment is also digitally based and operated. Thus, working in modern industries and services requires a high level of digital literacy, which presents a challenge for the system of vocational education. Under modern conditions, irrespective of their positive or negative origin, vocational schools (VS) should be ready to train specialists for various spheres of industry capable of working with constantly changing digital technologies. This fact puts forwards certain requirements to digital literacy of both students and teachers, who have to cooperate through digital devices and software to attain the set educational goals. All these circumstances require the equal level of digital literacy of both teachers and students to provide educational institutions with the latest material base and digital resources.

Modern society is characterized by a significant impact of information technologies on all spheres of human life. In a special way, the processes of digital transformation affect educational institutions, including vocational (vocational and technical) ones. Now vocational (vocational and technical) education occupies an important place in the sector of the country's economy, prioritizing effective training of highly qualified labourers in the state policy of Ukraine. Nowadays, the professional activity of labourers incorporates an intellectual component related to working with electronic devices, artificial intelligence systems, etc. Monitoring of the labor market shows that a skilled worker of the XXI century should be able to think critically, process information analytically, and work with mechatronics systems. The analysis of the European experience in training qualified workers reflects a certain lag of domestic institutions in terms of digital supply. At the same time, the level of teachers' digital competence at vocational (vocational and technical) education institutions needs improving. As a result, the issues of digital transformation for educational institutions are urgent and topical. Provision of modern digital equipment, formation and development of digital competence of all participants in the educational space are becoming the main tasks of teaching stuff in the current conditions. In a special way, the tasks set become relevant during the period of quarantine restrictions, when educational institutions mainly work on distance and mixed forms of teaching.

The rapid industrial transformation driven by digitalization has highlighted the significance of vocational education in equipping students with relevant digital competencies. This study aims to explore how innovations in curriculum and technology-based learning can effectively develop digital skills among vocational education students, in line with the evolving demands of the modern workforce. Utilizing a qualitative case study method, the research was conducted in three vocational high schools in Indonesia, with data collected through interviews with educators, classroom observations, and analysis of the implemented curriculum documents. The primary focus of the study is to identify curriculum elements and pedagogical strategies that integrate digital literacy, automation, and Industry 4.0 tools into the learning process. The findings indicate that the implementation of modular digital content, project based learning, and blended learning platforms significantly enhances student engagement and competencies in digital areas such as data analysis, cloud computing, and digital collaboration. Additionally, institutional support, teachers digital readiness, and partnerships with industry are key factors in the sustainable integration of technology in vocational education. In conclusion, this research emphasizes that systematic curriculum reform, supported by strategic utilization of educational technology, not only improves digital skill mastery but also fosters adaptive attitudes and lifelong learning, thereby preparing vocational students to face a dynamic and technology-driven job market in the future.

Against the background of industrial transformation and economic upgrading, the cultivation of skilled innovative talents has become a key issue for the sustainable development of regional economies. Industry-education integration, as an important approach to the deep alignment between education and industry, provides new ideas for addressing the disconnection between traditional talent cultivation and industrial demand. This study, from the perspective of industry-education integration, systematically analyzes the connotation and characteristics of skilled innovative talents, explores the interaction mechanism between the educational structure and the industrial structure, and proposes multidimensional pathways such as curriculum system optimization, coordination between training and innovation methods, and the expansion of interdisciplinary competencies. Furthermore, in combination with the logic of regional economic development, the study analyzes the matching relationship between talents and industrial structures, the interaction mechanism between talent agglomeration and the innovation ecosystem, and the collaborative pathways between achievement transformation and economic growth. The research results show that skilled innovative talents are not only a supporting force for industrial structure optimization but also a core driving force for high-quality regional economic development. Constructing a deep coupling mechanism between education and the economy holds significant value for achieving long-term competitive advantages.

… development of society and the economy necessitates more high-quality, innovative technical talent, thus giving rise to the need for the cultivation of vocational undergraduate talents. In …

Dual-principle cooperative parenting functions as a pivotal driving force in promoting an innovative advancement of education, which can effectively deepen the practice of merging education with industry. Based on the evolution game theory, this paper establishes the evolution game framework for vocational industry-education integration education, and divides the synergistic mechanism of school education organization to carry out industry-education fusion into the motivation mechanism of synergistic education and the quality guarantee mechanism. Through simulation, we explain how the school's collaborative parenting education action evolves and analyze the key determinants shaping the choice of school-enterprise proactive partnership strategies. It is found that the subjects are affected by the benefit/cost structure of school education development at different stages, while the governing authorities, universities and enterprises constitute the principal actors within the collaborative educational cultivation mechanism. Drawing upon the findings of this research, the implementation path of joint cultivation between two subjects in school and enterprise for the fusion of industry and education is presented, which provides theoretical support for advancing the integration of industry and education while optimizing technically proficient talent.

This study focuses on industry-education integration communities in Hunan Province, conducting an in-depth analysis of their current development status. It identifies prominent challenges such as insufficient resource integration and low collaborative efficiency, while digital technologies provide effective solutions. The research proposes a "platform + ecosystem" digital transformation pathway, encompassing multiple dimensions including digital platform construction, teaching model innovation, evaluation feedback mechanisms, and governance system optimization. Supporting measures are outlined across policy frameworks, technological applications, organizational structures, and resource allocation. The study aims to clarify how digitalization empowers talent cultivation model innovation within Hunan's industry-education integration communities, offering theoretical insights and practical references for enhancing vocational education quality and adaptability through concrete digital empowerment pathways.

As the chemical industry undergoes a transition toward intrinsic safety, green manufacturing, and intelligent operations, the traditional discipline-oriented training model exhibits structural limitations against the backdrop of accelerating technological iteration. This study, grounded in the perspective of industry-education integration, elucidates the logical foundation of such integration from three dimensions: coupling mechanisms, competency structure, and model limitations. It introduces an organizational ecology perspective to analyze the organizational form innovation, resource interaction mechanisms, and operational evolution pathways of the integration community. Subsequently, guided by a competency-based orientation, it proposes a trinity of pathway innovations: the reconstruction of a modular and flexible curriculum system, the integrated cultivation of engineering thinking and innovative capability, and the implementation of full-cycle quality assurance and dynamic evaluation. The research indicates that the underlying logic of industry-education integration is rooted in the structural coupling between the industrial technology system and the disciplinary knowledge system. The construction of the integration community entails an evolutionary process from loose linkage to deep integration, and the competency-based innovation in training pathways can effectively respond to the chemical industry’s inherent demand for interdisciplinary engineering talents.

To meet the demand for talent training in the green, intelligent, and integrated development of the petrochemical industry, this article explores the training of innovative talents through intelligent integration of industry and education. Artificial intelligence and petrochemical engineering featured “intelligent oil” class is proposed to train talents with engineering practice ability and technological innovation ability. The “dual system” talent training model and the “target problem oriented” curriculum system are implemented in the talent training process, and the intelligent teaching system is introduced through a case study of the course titled “Principles of Chemical Engineering”.

With the rapid development of the digital economy, talent training in computer majors at higher vocational colleges faces prominent problems such as disconnection from industrial demands, outdated curricula, and obsolete teaching methods. Based on the concept of industry-education integration, this study reconstructs competence-oriented training objectives and curriculum systems, innovates contextualized teaching methods, and builds diversified and comprehensive evaluation mechanisms. It systematically advances school-enterprise collaborative education mechanisms, the construction of “dual-qualified” teaching teams, and dynamic quality assurance systems, thereby providing crucial support for deepening reforms in higher vocational computer education and promoting the development of the digital economy.

… of industry-education integration in … industry-education integration" was constructed, revealing the dynamic adaptation mechanism between education and industry under technological …

… framework for handling Smart Factory from a systematic literature review of Smart Factory … Despite the competence frameworks show a lack of manual skills for the workforce, the …

… Figure 1 shows some of the key elements of the Smart Manufacturing framework and its benefits. This connected enterprise enables operational excellence-focused benefits such as …

… However, the rapid pace of technological change has also highlighted a significant skills gap in the manufacturing workforce. Many current employees lack the necessary …

… The frameworks consider smart manufacturing security in its multi‑dimensional nature emphasizing on the need for simultaneous integration of technological and cultural spheres. …

… manufacturing workforce have to integrate within a smart working approach [10]. Even if digitalization solutions will be used to support work and not to control it totally [11], several job …

… maintenance of smart systems, process analysis, and bionics are the new job profiles needed in smart factory systems. In addition to the high emphasis on technical skill and knowledge…

The digitization of machines, tools, and other elements of manufacturing systems presents substantial benefits, but there is a need to overcome technical and workforce skills gap …

The transition to smart factories, characterized by computer-integrated facilities and advanced technologies, has heightened the demand for specific and advanced skills in workers. This multidisciplinary project brings together insights from cognitive psychology research and qualitative field research to present a framework that identifies factors at the individual and organizational system levels for success in smart manufacturing. The cognitive psychology research indicated that augmenting human cognition, particularly memory, significantly improved performance in training scenarios. The field research resulted in a multi-factor framework to address individual and organizational decision-making factors. A proposal is presented to apply the research findings to designing a training paradigm for smart manufacturing workers and facilities to be adaptable for a variety of situations.

… for manufacturing organizations to find the workforce capable of functioning in such intelligent manufacturing … Concrete policies and frameworks should be developed depending on the …

Purpose The purpose of this paper is to determine how companies develop and acquire competences to capture the benefits of Industry 4.0 (I4.0) technologies. The authors argue that this is a fundamental and often overlooked prerequisite for industrial transformation. Design/methodology/approach The authors conduct a process study of 33 small- and medium-sized companies engaged in the transformation of a manufacturing industry from the different perspectives of manufacturers or manufacturing solution providers. Findings Key findings indicate a strong link between the specific competence development approach, the specific intricacies of the application domain and the process outcomes. On this basis, a competence development framework is proposed. Research limitations/implications The conclusions are drawn from a Danish population of companies in the manufacturing industry and are based on particular contingencies, such as low volume/high mix, high skill, low tech and high cost. However, the findings are believed to be applicable across different sets of contingencies where the need to combine legacy and emerging technologies is present, and where the human factor is central to leveraging technology beyond predefined supplier specifications. Practical implications In a time of extraordinary investments in the manufacturing of technologies in support of digital transformation, the development of strategic and operational competences to support these investments is lagging behind. This paper develops a conceptual outset for closing this gap. Originality/value The research is based on the fundamental argument that to efficiently apply new technology, a strategic approach to the acquisition of new knowledge and skills is required. The empirical research demonstrates that new skills and knowledge are often assumed to follow automatically from the use of new technologies. However, we demonstrate that this perspective in fact limits the ability to capture the potential benefits ascribed to I4.0 technologies. The authors propose that the competence strategy needs to be expansive and cover not only the technological competences but also the organizational- and individual-level competences. These results add to our understanding of how the digital transformation of manufacturing companies unfolds.

Industry 5.0 is a relatively new topic and not yet well-defined. This article’s purpose is to develop understanding of Industry 5.0 by offering a new socio-centric conceptual framework. It extends prevailing perception of Industry 5.0 by integrating workforce skills, labour shortages, and eco-digital shifts. The study explores workforce skill measurement and its implementation. Three methods were combined to develop the conceptual framework: (i) review of academic and policy literature; (ii) scholarly and expert discussions; (iii) consultations with practitioners, companies and networks on Industry 5.0’s relevance. Industry 5.0 expands Industry 4.0's technology-focused approach. This new paradigm emphasises human-centricity, sustainability and resilience, infusing societal values into organisational management. Our findings suggest that, while firmly rooted in EU policy, Industry 5.0 must find integration at national levels and within pertinent ecosystems. This article introduces innovative perspectives on conceptualising and evaluating workforce skills for Industry 5.0. Mitigating skills gaps is crucial in enabling companies and employees to leverage the eco-digital shift, fostering sustainability, resilience and equity across Europe. A limitation to understanding Industry 5.0 is that policy discussions run ahead of collecting empirical data. As a consequence, one must be careful in drawing firm conclusions. While prior research underscores the need for skilled workforces in Industry 5.0, it falls short of elucidating evolving job dynamics in the Industry 5.0 transition. This article addresses this gap by examining the evolving job landscape, skills, and learning trajectories.

As the South Korean government vigorously promotes the "Digital New Deal," digital skills have surpassed traditional educational attainment to become a core human capital element determining labor market performance. However, existing research largely focuses on general computer literacy, lacking precise measurement of the economic returns to specific vocational digital skills. Based on an extended Mincerian Wage Equation and utilizing micro-data from the Korean Labor and Income Panel Study (KLIPS), this paper empirically analyzes the differentiated impacts of general digital literacy versus specialized vocational digital skills on worker compensation. The results indicate that, after controlling for years of education, work experience, and demographic characteristics, workers possessing specialized digital skills (e.g., data analysis, programming, automation control) enjoy a significant wage premium of approximately 14.2%, far exceeding the 5.8% premium for those with only general digital skills. Further heterogeneity analysis reveals significant structural differences in these returns within the labor market: the return on skills in large Chaebol conglomerates (18.7%) is significantly higher than in Small and Medium-sized Enterprises (SMEs) (9.5%), demonstrating a "skills-scale" complementarity effect. Furthermore, for graduates of Technical and Vocational Education and Training (TVET), acquiring advanced digital skills significantly narrows the income gap with general higher education graduates. This study confirms the economic necessity of the digital transformation of vocational education in the Industry 4.0 era and provides empirical evidence for alleviating labor market polarization in Korea and similar East Asian economies.

PurposeThe paper aims to present the findings of an empirical study carried out as part of an ICT (Information and Communications Technology) data‐gathering exercise that would culminate in the promulgation of a national ICT policy for Botswana. The purpose of the study is to characterize the ICT sector in terms of, among other things, the skills needs in the sector for the purpose of powering the emerging digital economy. Moreover, the study – through review of literature – extends, to cover the status of ICT skills for the digital economy both in developed and developing countries.Design/methodology/approachThe study used qualitative design. Focus group discussions were used to collect data from key stakeholders in the ICT sector. The stakeholders included: ICT enterprises, Citizen Owned IT companies lobby group (CORBIT), Botswana Telecommunication Corporation, Botswana Power Corporation, business community, academia, and legal experts. Data collected were analyzed using thematic categorization. Results were presented using descriptive and narrative form.FindingsThe findings generally suggest that there is an acute global shortage of high skilled and hands‐on personnel necessary for steering the emerging digital economy in both developed and developing countries including Botswana. In addition, there is a serious skills gap for certified specialists to help develop the sophisticated applications necessary to power the digital economy and more so the applications that depend on it.Research limitations/implicationsThe empirical part of the study was limited to the ICT sector of the economy in Botswana. A similar study covering all sectors of the national economy will provide a complete picture of ICT skills needs for the nation and its preparedness to partake in the emerging digital economy.Practical implicationsICT, particularly the internet, is having a significant impact on the operations of business enterprises and is claimed to be essential for the survival and growth of nations' economies. Botswana Government has realized the folly of depending largely on diamond mining for long‐term economic development. Consequently, it is encouraging the development of the ICT sector as a way to diversify its economy and position itself to play a leading role in the global emerging digital economy.Originality/valueThis study provides a framework for ICT skills development strategies that can enable countries to participate competitively in the emerging digital economy.

The arrival of the digital age forces enterprises to train high-skilled and innovative talents.It is a common training for all kinds of enterprises to adopt information-based blended learning In order to study the effect of enterprise hybrid training in the digital age, the evaluation model of enterprise hybrid training effect in the digital age is constructed from two dimensions of key performance information literacy and digital ability, and the hierarchy is carried out by using YAAHP software The results show that organizational effectiveness, digital technology application ability and integration ability, and digital literacy are the main factors to evaluate the effect of mixed training in enterprises.

Rapid technological development makes skills depreciate faster than in the past while new technologies generate gaps in workers’ skills and call for the acquisition of proper skills and lifelong learning. Proper skill mixes for future jobs include strong cognitive skills, basic information and communication technology, and analytical skills, as well as a range of noncognitive skills such as creativity, problem-solving, critical thinking, and communication. Retraining and reskilling workers is also crucial. All these changes lead to a major rethinking of education and skill training throughout a person’s life. This paper reviews the recent studies on human capital and skill formation in the era of rapid technological progress. Findings from these studies particularly in labor economics can shed light on new directions for lifelong education policies.

… and to maintain and update these skills over their lifetime. Proper skill mixes for future jobs … Based on these findings, we suggest new directions for lifelong learning policies to help …

… The goal of educational talent training should be changed from cultivating general technical skill-based talents to cultivating compound technical-skilled innovative talents. Vocational …

Amidst the fourth industrial revolution, marked by swift technological advancements and changing economic environments, lifelong learning has risen as an essential cornerstone for developing people and society. Adult education, with a particular focus on skills learning, is vital in equipping individuals with the necessary competencies to navigate the dynamic demands of the modern workforce. This paper provides a qualitative analysis and commentary on the case study of Singapore’s SkillsFuture movement, an exemplary national initiative to promote skills learning among adults. Intending to reach a wide audience in educational science, we investigate the effectiveness and impact of this comprehensive programme and its implications for other countries. This article contributes to educational science and policy development by illustrating the importance of investing in adult education and skills development. By comprehensively studying the SkillsFuture experience, we offer valuable insights into establishing effective and inclusive lifelong learning ecosystems to foster a culture of continuous learning, equipping individuals to adapt and thrive in a volatile, uncertain, complex, and ambiguous global landscape.

In the context of digital transformation and changes in the labour market, traditional approaches to human capital development are becoming inefficient, meanwhile, continuous updating of knowledge and skills is becoming more relevant as a prerequisite for the competitiveness of employees and organisations. The goal of this study was to identify trends in changes of educational paradigms, analyse the impact of digital technologies on the formation of requirements for employee competencies, as well as to explore best practices for implementing lifelong learning at the individual, organisational, and state levels. To achieve this goal, a comprehensive interdisciplinary approach has been applied, integrating theoretical foundations of lifelong learning, human capital theory and learning psychology with empirical methods, including content analysis, comparative, and systematic analysis of educational strategies and policies. The results of the study suggest a significant impact of digital transformation on the requirements for employee competencies. It has been discovered that nowadays the traditional professional knowledge of an employee is as important as digital literacy, meta-competencies and continuous learning. The study has also revealed significant changes in educational paradigms, with the transition from traditional forms of learning to flexible models focused on individualisation and the use of digital technologies. Online courses, corporate training, micro-qualifications are becoming important components of educational ecosystems. Based on content analysis, it has been found that organisations are currently playing an active role in the development of human capital by investing in training and retraining of their employees. A comparative analysis of the experience of implementing lifelong learning systems in different countries has revealed a number of problems, including the digital divide, insufficient motivation for learning and a failure of educational programmes to meet the needs of the labour market. Based on the carried-out study, recommendations for further implementation of lifelong learning to ensure the development of human capital have been made. The practical value of the study is determined by the creation of a theoretical basis for improving educational programmes, corporate training and state policy aimed at supporting lifelong learning in the digital economy

Abstract In response to the impact of digital technology, an in-depth discussion on how vocational education and lifelong learning can achieve integrated development in the digital age was held at the parallel session on “Integrating Vocational Education and Lifelong Learning” on November 22, 2024, during the World Vocational and Technical Education Development Conference. The session brought together nearly 200 experts and scholars from the global education and business sectors for keynote speeches and open discussions, sharing insights and practical experience from various countries on this topic. The participating experts exchanged views on the experience, challenges, and future development pathways of vocational education and lifelong learning in the digital age, providing valuable references for fostering organic integration.

… has become a core issue supporting industrial upgrading and high-… a digital education system serving lifelong learning for all … to jointly establish technical skill innovation platforms, …

Digital skills and attitudes are increasingly crucial for driving digital transformation forward. On the other hand, craft enterprises are still traditionally positioned and need more concrete digital competencies and attitudes. This study focuses on the craft sector-specific digital competencies and attitudes. To this end, a literature search was conducted initially, and mixed methods were subsequently used. The study conducted two focus group discussions with experts from the craft sector. The results show that technological competencies, professional competencies, information processing competencies, personal competencies, and digital mindset are the most critical characteristics for managers in the skilled crafts sector. Technological competencies, communication competencies, personality traits, and personal competencies are essential for employees in the craft sector. The competencies and attitudes identified for the craft sector are the first approaches for developing a digital mindset model for the craft sector.

… competencies of the digital craftsman. This paper explores the structural dimensions and competency model of digital craftsman … competency measurement scale. The results show that …

Digitalization is transforming communication and business processes, having significant impacts on the creative industries. The concepts of craft and design have undergone a paradigm shift as digital technologies converge the physical and digital worlds, and the interaction between crafters and designers embraces new venues for value creation in the post-industrial world. The design network that continues to exist in Istanbul is a unique case for a modern city, where designers collaborate with craftsmen to produce designed products without opening their ateliers. This paper aims to investigate the design and craft interaction in the digital era by exploring emergent business models in craft-based design enterprises and their competency needs. This qualitative study is based on ten in-depth interviews conducted with "designer-makers" and ecosystem stakeholders in the ceramic and glass sector in Istanbul. Each business model was analyzed utilizing the "Holistic Business Model" by Li (2020), explicitly developed for examining the digital transformation of business models in creative industries. The competency needs were determined following the ESCO (European Skills, Competences, Qualifications, and Occupations) classification. The study indicates that certain enterprises successfully penetrate external markets through collaboration between designers and artisans, requiring them to speak a common language and acquire entrepreneurial competencies.

… model linking a digital mindset to personal competence, organizational culture, and job performance in industrial crafts. It … between craftsmen with specialized competencies and …

… In this section, we derive the need and structure of an integrated model of cluster competence … competences and consolidate them into our T-shaped model of cluster competence. This …

The organizational culture of craft enterprises shows that the average corporate culture is currently characterized by a hierarchical organizational culture that does not do justice to increasing competition. Digital corporate culture in the craft sector is essential for maximizing Digital Transformation opportunities. A semi-structured interview was conducted with employees and managers from various craft sectors to determine the specific characteristics and possible effects of Digital Organizational Culture in the craft sector. The results show that digital skills, attitudes, communication, proactivity, entrepreneurial orientation, and personal skills are essential. It is found that many factors positively influence the Digital Organizational Culture in the craft sector. However, some factors can also have a negative influence on the culture. Guilds and chambers of skilled crafts should also help sensitize employees and managers to Digital Transformation to establish an explicit Digital Organizational Culture.

… easier for artists and craftsmen to collaborate, share ideas, and work together on … digital education ecosystem and enhancing digital skills and competences for the digital transformation …