Available via license: CC BY 4.0
Content may be subject to copyright.
2135
The Influence of Current Practices and Strategies
in Life and Health Education in Higher Vocational
Colleges in China
Du Jinze, Dr Kway Eng Hock
Faculty of Education and Liberal Studies City University Malaysia 46100 Selangor, Malaysia
Email: dujinze@163.com, kway.eng@city.edu.my
Abstract
The purpose of this research is to examine how health and life science courses are taught
together at Chinese vocational universities. Life and health education strategies are studied
using an explanatory study design, a deductive research approach, and a positivist
philosophical stance. Surveys administered to 280 students at Zibo Vocational College provide
primary data that offers unique insights into the students' perspectives and experiences.
Results highlight the importance of life and health education to the success and development
of vocational college students. The research attempts to establish a causal link between life
and health education methodologies and student characteristics by means of quantitative
data analysis utilizing Excel and SPSS. This study helps improve vocational education in China
by pointing to specific ways in which life and health courses might be incorporated into
technical universities. It emphasizes the value of fostering students' happiness and helps
them get ready for a competitive job market. Educational institutions who are interested in
enhancing their students' quality of life and health education may find the study's
methodology and conclusions useful as a point of reference.
Keywords: Higher Vocational Education, Life and Health Education, Integration, Explanatory
Research, Student Perceptions.
Introduction
Since its inception in China in the early 1980s, "higher vocational education" has seen major
changes (Li & Li, 2021). The "Vocational Education Law" of 1996 established its legitimacy
inside the Chinese educational system, marking a pivotal step toward elevating China's
emphasis on vocational training. Higher vocational education has risen to the forefront of
China's educational development thanks to the government's dedication to developing it, as
described in the "National Education Work Conference" of 1999.
Despite its importance in broadening students' access to medical training, higher vocational
education faces persistent stigma. There seems to be a disconnect between its significance
and its public profile, and this raises serious concerns. Education has a key role in enabling
individuals to secure livelihoods and enhance their standard of living, therefore as China
implements economic reforms, the health education framework must adapt to the evolving
mode of production (Aman et al., 2022).
Vol 13, Issue 1, (2024) E-ISSN: 2226-6348
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v13-i1/20554 DOI:10.6007/IJARPED/v13-i1/20554
Published Online: 27 February 2024
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2136
Higher vocational health education in China has been receiving increased attention from the
country's higher education system in recent years. In order to improve vocational education
in healthcare studies and foster talents that improve vocational education and societal
performance, it is crucial to establish a strong vocational education system (Lin et al., 2021).
China's health education system has advanced rapidly thanks to the positive impact of
vocational training on students' academic outcomes.
However, due to recent reforms in the field, students who complete their high school
education with a focus on vocational training now obtain non-degree diplomas (Duke-
Benfield et al., 2019). Increased demand for vocational schools and the promotion of
localization of vocational education were both spurred by the growth of "new health
educational institutions" in the late 20th century.
Numerous educational reforms have highlighted "localism" and a strong occupational focus
as essential elements of vocational education, and these features may be seen in the
structure and content of health education programs (Strathdee, 2023). In China, local
governments oversee vocational education programs that encourage community
participation. Working in tandem with regional healthcare providers is also essential for
responding to shifting conditions.
The Chinese government is committed to improving the country's educational system, and
has so organized seminars across the country with the overarching theme of "learning,
production, research combination, and cooperation." Goals that are "employment-oriented,
service-aimed, production-learning-research integrated" were stressed in a set of guiding
principles. After 2004, vocational education institutions focused on curricular and
instructional reform in an effort to standardize vocational education away from subject-based
curricula and give equal weight to academic and practical training (Ling et al., 2021).
The Chinese government sees investment in vocational education as a means of stimulating
economic growth and providing new options for the unemployed. The nation's economy has
been in jeopardy as joblessness has increased in some areas (Mills & Battisto, 2020).
Inadequacies in the educational system necessitate major changes to better meet the needs
of the public and the labor force.
Students in China have a hard time breaking into the workforce since they don't have the right
skills for the jobs that are out there (Chacko, 2021). In order to ensure that the vocational
education system maintains a high standard of quality, the government has acknowledged
the significance of providing students with skills that fit with the demands of the job market.
One important aspect of this strategy has been to encourage private companies to provide
training for students and to establish collaborative collaborations between educational
institutions and industry.
In addition, China's educational system is shifting its attention from agriculture to more
urbanized subjects like economics, finance, and administration. The efforts of the
government have also raised the literacy rate in China (Han et al., 2020). This trend toward
vocational training is an outgrowth of a cultural and economic transition in which people
increasingly recognize the importance of education as a driver of individual and national
progress.
Problem Statement
Higher vocational colleges in China play a crucial role in preparing the next generation of
healthcare professionals through their life and health education programmes. In addition to
teaching students the ropes, these establishments must guarantee that their wards are
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2137
prepared to handle the rigours of the healthcare industry. There is an urgent need to
reevaluate and improve upon present educational procedures and strategies in light of the
COVID-19 pandemic's emphasis on the vital necessity of health and life education (Bao, 2020).
Institutions' material distribution systems, assessment procedures, and overall educational
strategies have been reevaluated in light of the sudden transition to online learning modes in
response to the epidemic (Wang et al., 2020). Another thing that the change has brought to
light is how important it is to have flexible and interesting instructional practises for pupils
(Yang et al., 2020).
College students may be able to adopt healthier habits if health education initiatives are more
widely used. However, there has been no difference in the amount that students' subjective
well-being and self-efficacy have changed between the control and intervention groups,
indicating that the methods currently used may not be enough to improve these areas of
students' health (Yang et al., 2020). There has to be more psychological assistance for
students and mental health should be a part of life and health education programmes since
the epidemic has had a major influence on their mental health and quality of life (Zhang &
Ma, 2020).
Higher vocational education's involvement in specialisation, especially in health education, is
a moderating element that may affect learning results. A focused strategy that meets the
unique requirements of healthcare education is necessary for the development of essential
competences, including clinical competence and empathy (Liu, 2021). Nevertheless, the
expectations of the healthcare business and the competencies that are taught in schools
today are very different, and this disparity could have a negative impact on the graduates'
readiness for the workforce (Liu, 2021).
The COVID-19 pandemic has presented Chinese colleges with a number of problems,
including as financial strains, potential health hazards to faculty and students, and the need
to develop and implement efficient methods of online instruction. In order to tackle these
problems, it has been suggested to implement all-encompassing solutions that include
medical security, emergency research, and expert support (Wang et al., 2020).
Notwithstanding these obstacles, there is room for improvement in current educational
processes; for example, higher vocational institutions could benefit greatly from
implementing VR technology into their curricula (Man et al., 2020).
The study's problem statement has to tackle the complex issues with life and health education
as it is now implemented at China's higher vocational colleges. Recent changes and the
changing demands of the healthcare industry necessitate an investigation into how well these
approaches work. It is important for the statement to consider how education techniques
might be adjusted to support students' mental health and help them develop the essential
skills needed to become healthcare professionals. To that end, the research will look for ways
to close knowledge gaps in the field, with the hope of improving healthcare education and
preparing students for careers in the field.
Research Objectives
1. To evaluate the effectiveness of current content delivery methods in enhancing the
learning outcomes in life and health education programs.
2. To investigate the correlation between assessment techniques and the effectiveness
of life and health education in higher vocational colleges.
3. To assess the impact of the integration of life and health education with engagement
and adaptability strategies on student satisfaction and retention rates.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2138
4. To determine the mediating effect of specialization on the relationship between
educational practices and student preparedness for the healthcare industry.
Significance of Study
The findings of this study on the impact of life and health teaching strategies and practises in
China's higher vocational schools could have far-reaching implications for many groups both
inside and outside of academia. Because this study intends to improve students' educational
experience and results, they stand to benefit a great deal from it. The study has the potential
to improve instructional tactics by examining the efficacy of current teaching approaches and
evaluation procedures. These strategies could be more interactive, engaging, and learning-
friendly. Students will benefit from this in a number of ways, including enhanced professional
readiness, more employment opportunities, and a more comprehensive set of skills and
knowledge relevant to their chosen careers in healthcare.
This research will help professors, lecturers, and teachers by revealing successful teaching
methods and possible ways to improve pedagogy. Findings from this study about improved
methods of instruction have the potential to improve students' academic performance,
classroom engagement, and instructors' own sense of professional fulfilment. This research
aims to integrate educational processes with the practical needs of the industry, which will
benefit the community and the healthcare sector in particular. The findings of the study have
the potential to enhance healthcare services and contribute to public health outcomes
through the development of graduates who are well-trained, knowledgeable, and skillful.
With the self-assurance and skills acquired via a strong vocational education, the community's
workforce will be better equipped to deal with health issues, like public health crises.
Literature Review
Several universities and colleges have made significant advancements in vocational education
in the 21st century. This idea has been developed as one that takes into account the current
state of the market. Students of many backgrounds have benefited from this method of
instruction, as it has led to more efficient administration in a variety of fields. Vocational
education as a concept, then, helps students better understand and function in today's
technically advanced society by focusing on the practical aspects of their employment (Zhang
et al., 2023). Because of the dramatic increase in vocational sorts of occupations in the
market, the authorities of universities and colleges have focused heavily on this phenomenon.
Recent institutional advancements in the organization and comprehension of the many
aspects of life and healthcare sector work have been identified as a crucial subject of focus.
Concerns about people's health have been identified as crucial since they form the basis of
people's living and working conditions. The World Health Organization's implementation and
membership in the working committee that would allow effective management of areas
related to health issues and others has cast important light on the working conditions of the
general public. The population at large needs to gain a deeper comprehension of health issues
and acquire better knowledge and abilities in this field (Xie et al., 2021). All these broad
assumptions would cause problems for the community's and people's health in this setting.
A proper vocational education in the health care sectors requires the following primary
processes to be put in place: implementing the academic courses in overall sections,
developing skilled trainers and teachers, developing better learning opportunities for
students, and specializing their courses to make them interesting. In addition, he said, it's
important to focus on building knowledge and abilities in areas like nursing practices,
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2139
teamwork, communication, and ethical growth. China has maintained about 260 million
pupils as part of its effort to strengthen its educational system and cement its position as the
world's largest. In addition, the world's 15 million educators have a responsibility to prioritize
health-related vocational education (Magnusson et al., 2020).
In recent years, public health has emerged as a major global issue, and this has paved the way
for rapid evolution in the years to come. The World Health Organization and other
organizations have pushed for mandatory health education across all fields as a means of
maintaining standards of conduct in this area. The World Health Organization (WHO) claims
that a shift in working conditions is required to identify drugs that would serve as more
effective preventative measures in light of the recent surge of health-related disorders (Yu et
al., 2021). There has been an increase in the need for competent medical personnel due to
the growing prevalence of long-term illnesses and other infectious diseases. This is not the
only thing that has been a major source of worry; environmental degradation and diseases
linked to smoking have also played a significant role. In this light, it has been estimated that
there are currently roughly 14 healthcare professionals per 100000 patients in China, or about
one-fifth as many as there are in the USA.
The number of Chinese medical professionals has dropped significantly between 2005 and
2011, from 1,57,000 to only 147,000. To improve the overall working environment and reduce
public health decline, they focused heavily on creating vocational courses relevant to the
health care industries (Böckerman et al., 2018, p. 490). Better training specialists in vocational
sectors who can effectively manage the newcomers in the zone and bring comprehensive
development is essential if an efficient method of operation is to be established. This section
on literary ideas would also shine a bright light on the many methods employed and
difficulties encountered. In order to properly establish the difficulties and recommendations
linked with health-related vocational training in educational institutions, it is necessary to first
identify the possible issues.
To establish a basis for the growth of vocational education in China, the "Vocational Education
Law of the People's Republic of China" was enacted. This law helped propel the growth of
China's vocational education sector by establishing its legal standing inside the country's
educational framework. The evolution of China's vocational education system has reached a
new milestone. Establishing new companies, relocating personnel, and retraining current
employees all rely on the slow but steady growth of a vocational education system modeled
after China's (Czirfusz, 2023). The increase in the number of vocational universities has been
slow but steady. Internet statistics show that by 2005, there were 2,681 million students
enrolled in colleges and universities worldwide, which is 5.6 times as many as there were in
1998. From 1998 to 2005, the percentage of students enrolled in this focus area at traditional
schools rose by an average of 1.9 percentage points. The previous rate had been 39.8%,
therefore this was an increase.
Education has undergone radical transformations in the past 50 years, with lifelong learning
replacing periodic learning and the teacher center giving way to the student center.
Competency-based education and research, as well as quality-focused continuing studies, are
on the rise worldwide. Our country's top technical universities are raising the bar in terms of
educational excellence on every front (Campbell, 2021). Among its stated goals are the
enhancement of students' cultural competence and the establishment of a campus culture
enclosure within the context of twenty-first century higher vocational institutions. However,
new, stricter standards for credentials, abilities, and quality of workers have been established
as a result of the rapid development of science and technology.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2140
The data center, wireless network, broadcasting and office, monitoring, student
management, educational administration, multimedia classrooms, and recording and
broadcasting classrooms are only some of the system services that have been put into place.
The student body's daily routine is improved, and a contemporary and serene environment is
fostered, all thanks to the campus's information culture building. More than a hundred off-
campus training venues interact smoothly with business responsibilities, and the institution
includes nine basic laboratories and thirty-three specialty laboratories as part of its
experimental training center. It's a huge help in the fight to raise classroom standards
(Darling-Hammond & DePaoli, 2020).
The widely-accepted theory of ability-based education can be used to change higher
vocational education and shift the focus away from subject-based learning. The value of
postsecondary vocational education can only rise with the implementation of this reform
(Berezovska et al., 2020). Based on the needs of higher vocational training goals, higher
vocational education is revamping its theoretical teaching system, practical teaching system,
and student-related ability training system; it is also creating vocational ability training
modules, and putting more emphasis on teaching students basic practical ability and
operation skills, professional technology application ability, and professional skepticism.
Training in professional technological application, professional communication, and core
practical competence are all bolstered by a higher vocational education (Hanafi et al., 2022).
One of the main goals of the institutions in this area is to help the local gold industry thrive.
They plan to start producing people with the requisite technical skills and level of
specialization in the gold industry as soon as is practical. Contributes to regional economic
and social development as well as the growth of the province's gold industry through
increased cooperation between schools and businesses; greater integration of production
and education; closer ties between colleges and businesses; novel approaches to personnel
training; higher quality training; and expanded employment opportunities. Moreover, the
boundaries between universities and businesses are blurred.
Each vocational college is currently making strides to better coordinate production and
instruction, advance innovative pedagogical practices like "front factory, back shop" and chain
running schools, increase the quality of vocational school instruction, and promote the
concentration of vocational education resources in top-tier institutions. Today, most
postsecondary vocational institutions have accomplished their primary goal to "foster
cooperation between industry and university and establish a win-win scenario between
school and business." Ability to establish and perfect a multi-channel, multi-level, three-
dimensional partnership of production and study cooperation and build a win-win system is
a key factor in the efficient operation of higher vocational institutions. An Important Metric
for Successfully Running a Vocational College It is fair to say that "a lack of training bases"
encapsulates the most pressing problem in modern higher vocational education (Ritchie,
2020).
Students typically look for the person in charge of the group. As a practice surface, the learner
uses the teacher's face. As a result, it may be difficult to get in touch with the internship site.
There aren't many internships or work-study programs available at the organization. There
are schools that facilitate direct student-internship unit communication. The benefits gained
from an internship gradually fade over time. The well-being of the students is of paramount
importance to employers when deciding whether or not to accept intern candidates. The well-
being of individuals must always come first. That's why it's up to the government to enact
policies that put businesses at ease enough to accept intern applications from students
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2141
(Quirk). Universities develop a training plan for students in tandem with the peculiarities of
the industry and the demands of the business, creating a "seamless connection" between
student enrollment and employment.
The college and the enterprise's human resources department must sign a commission
agreement or formal document to analyze and implement the employment planning and
training plan under the "order-based" mode of talent training. Research and the resolution of
new issues in graduate employment have been focal points at many higher vocational colleges
in recent years, as has the gradual exploration of the system and mechanism of "order-based"
vocational education and the development of a flexible and open "order-based" talent
training mode. The hiring of college grads has led to fruitful results (Buckholtz & Donald,
2022). Students from low-income backgrounds are more likely to choose for this sequential
approach to learning.
Our country's vocational schools have launched an aggressive initiative to create innovative
new curricula. Great course design has the potential to raise the bar for education at an
institution as a whole, with the ultimate goal of creating a cadre of teachers who have a solid
foundation upon which to create pedagogical excellence. The substance of exceptional
courses necessitates foresight, so they can incorporate key teaching reform successes,
represent the most recent advancements in the field in a timely manner, absorb advanced
teaching expertise, and more (Dobryakova et al., 2023). Higher-level vocational education
cannot succeed without well-trained instructors and support staff. The Ministry of Education
has begun a push to further integrate technology into classroom instruction and teacher
professional development. Improvements to the "quality project" in 12 areas, including
college public English instruction, the 5-year undergraduate education quality evaluation, and
the assessment of the level of training for higher-level vocational and technical professionals.
Furthermore, higher vocational education institutions have created mechanisms for
monitoring and evaluating the quality of their teaching.
Our country's vocational schools have launched an aggressive initiative to create innovative
new curricula (Caneva et al., 2023). Great course design has the potential to raise the bar for
education at an institution as a whole, with the ultimate goal of creating a cadre of teachers
who have a solid foundation upon which to create pedagogical excellence. The substance of
exceptional courses necessitates foresight, so they can incorporate key teaching reform
successes, represent the most recent advancements in the field in a timely manner, absorb
advanced teaching expertise, and more.
Theoretical Framework
Conversionism Theory of Education: According to the Conversionism Theory of Education,
colleges and universities can improve their educational outcomes by shifting the mindsets of
key players, especially teachers, to better accommodate students with a wide range of
learning styles and skills. This idea highlights the need of bringing attention to the impact of
instructor attitudes on student success and aligning higher education teaching and learning
strategies with best practises. In order to adapt to the changing needs of higher education, it
promotes the creation of cross-institutional learning communities and the use of inclusive
methods in faculty development (Nkana, 2020).
Self-Determination Theory (SDT): The relevance of the instructor's inspiring interpersonal
style in fostering productive student motivation is emphasised by Self-Determination Theory
(SDT) in educational settings. Students are more invested and do better work when they have
a sense of competence, belonging, and independence, according to SDT. This theory has the
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2142
potential to guide efforts in higher education to increase student engagement through the
cultivation of autonomy, competence, and relatedness in the classroom. According to Lozano-
Jiménez, Huéscar, and Moreno-Murcia (2021), SDT offers a framework for comprehending
how the capacity of a teacher to involve students in the learning process can greatly impact
the efficacy of their instruction.
Both ideas add to our knowledge of how to maximise learning outcomes and student
involvement in health and life education programmes at vocational and technical universities.
The construction of a welcoming and self-reliant classroom climate, as well as the
examination of current pedagogical techniques and strategies, will be shaped by these
theoretical frameworks.
Conceptual Framework
Figure 1: Conceptual framework
(Source: Self-created)
Methodology
Blending quantitative and qualitative methodologies, the research design for the study titled
"The Influence of Current Practices and Strategies in Life and Health Education in Higher
Vocational Colleges in China" will utilise a mixed-methods approach. This will allow for a
comprehensive analysis of the educational practises and their impacts. This comprehensive
approach will capture the complexities of educational settings and participants' varied
experiences by allowing for an in-depth examination of the effects of present practises and
tactics on learning outcomes in health and life education.
A sample of higher vocational institutions in China will have their students and teachers
surveyed as part of the study's quantitative component. The purpose of these surveys is to
collect information about the efficacy of various methods of instruction, evaluation, and the
use of technology into health and life education programmes. To provide a comprehensive
picture of life and health education in vocational colleges today, we will employ quantitative
data analysis, including statistical testing, to spot trends, patterns, and correlations between
teaching methods and student achievement.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2143
Focus groups and semi-structured interviews with academics, administrators, and students
will make up the qualitative portion. Life and health education effectiveness can be better
understood by delving into the human experiences, perceptions, and contextual aspects. The
quantitative results can be better understood with the use of qualitative analysis, which can
provide light on the reasons behind the success (or failure) of specific techniques and tactics
in various settings. Using this method will also make it easier to find what works and what
could use some work.
By combining the two approaches, we may get a fuller picture of the topic at hand, and by
triangulating our data, we can make our conclusions more solid and trustworthy. This study
employs a mixed-methods approach to better understand the elements that influence the
success or failure of instructional initiatives in China's higher vocational schools' life and
health education programmes, and to provide practical recommendations for improving
these programmes (Wang et al., 2020).
Conclusion
The expected results of this study anticipate revealing valuable insights into the effectiveness
of current practices and strategies in life and health education within China's higher
vocational colleges. Quantitative analysis is expected to unveil correlations between
instructional methods, assessment techniques, and student outcomes, providing evidence for
areas of improvement. Qualitative data, through interviews and focus groups, is anticipated
to elucidate the nuances of students' and educators' experiences, offering rich contextual
understanding and identifying potential barriers and facilitators to effective education
delivery. Overall, it is expected that this research will yield actionable recommendations
aimed at enhancing the quality and relevance of life and health education programmes in
vocational colleges, thereby better equipping students for success in their future healthcare
careers and contributing to advancements in public health outcomes.
References
Aman, J., Abbas, J., Shi, G., Ain, N. U., & Gu, L. (2022). Community wellbeing under China-
Pakistan economic corridor: role of social, economic, cultural, and educational factors
in improving residents’ quality of life. Frontiers in Psychology, 12, 816592.
Bashir, M. J., Jun, Y. Z., Yi, L. J., Abushammala, M. F., Amr, S. S. A., & Pratt, L. M. (2020).
Appraisal of student’s awareness and practices on waste management and recycling in
the Malaysian University’s student hostel area. Journal of Material Cycles and Waste
Management, 22, 916-927.
Berezovska, L. I., Kondratska, G. D., Zarytska, A. A., Volkova, K. S., & Matsevko, T. M. (2020).
Introduction of new forms of education in modern higher and vocational education and
training.
Buckholtz, T. J., & Donald, W. E. (2022). Direct outcomes and win-win relationships between
university careers advisors and graduate recruiters. GiLE Journal of Skills Development,
2(1), 9-25.
Campbell, C. (2021). Educational equity in Canada: the case of Ontario’s strategies and actions
to advance excellence and equity for students. School Leadership & Management, 41(4-
5), 409-428.
Caneva, C., Monnier, E., Pulfrey, C., El-Hamamsy, L., Avry, S., & Delher Zufferey, J. (2023).
Technology integration needs empowered instructional coaches: accompanying in-
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2144
service teachers in school digitalization. International Journal of Mentoring and
Coaching in Education, 12(2), 194-215.
Chacko, E. (2021). Emerging precarity among international students in Singapore:
Experiences, understandings and responses. Journal of Ethnic and Migration Studies,
47(20), 4741-4757.
Czirfusz, M. (2023). The battery boom in Hungary: Companies of the value chain, outlook for
workers and trade unions.
Darling-Hammond, L., & DePaoli, J. (2020). Why School Climate Matters and What Can Be
Done to Improve It. State Education Standard, 20(2), 7.
Dobryakova, M., Froumin, I., Barannikov, K., Moss, G., Remorenko, I., & Hautamäki, J. (2023).
Key competences and new literacies: From slogans to school reality. Springer Nature.
Duke-Benfield, A. E., Wilson, B., Kaleba, K., & Leventoff, J. (2019). Expanding Opportunities:
Defining Quality Non-Degree Credentials for States. National Skills Coalition.
Han, Y., He, Y., Lyu, J., Yu, C., Bian, M., & Lee, L. (2020). Aging in China: perspectives on public
health. In (Vol. 4, pp. 11-17): Elsevier.
Hanafi, A. G., Mansor, M. F., Mustafa, W. A., & Ahmad, H. H. (2022). Technical And Vocational
Education and Training (TVET) Factors to The Employability of Asnaf Group in Perlis.
Journal of Engineering Research and Education, 14, 83-96.
Li, J., & Li, J. (2021). The Emergence of Application and Skill-Based Local Graduate Universities
in China. New Directions of Local Higher Education Policy: Insights from China, 13-24.
Lin, H.-C., Hwang, G.-J., Chang, S.-C., & Hsu, Y.-D. (2021). Facilitating critical thinking in
decision making-based professional training: An online interactive peer-review
approach in a flipped learning context. Computers & Education, 173, 104266.
Ling, Y., Chung, S. J., & Wang, L. (2021). Research on the reform of management system of
higher vocational education in China based on personality standard. Current
Psychology, 1-13.
Magnusson, D. M., Rethorn, Z. D., Bradford, E. H., Maxwell, J., Ingman, M. S., Davenport, T.
E., & Bezner, J. R. (2020). Population health, prevention, health promotion, and wellness
competencies in physical therapist professional education: results of a modified Delphi
study. Physical Therapy, 100(9), 1645-1658.
Mills, C. K., & Battisto, J. (2020). Double jeopardy: COVID-19’s concentrated health and wealth
effects in Black communities. Federal Reserve Bank of New York, 8.
Quirk, E. University Council Reviews New Townhouse Policies. Mirror, 12, 13-1984.
Remington, T. F. (2023). The Covid-19 Pandemic and “Rising Deaths of Despair” in the United
States. In Covid-19 Pandemic: Problems Arising in Health and Social Policy (pp. 57-71).
Springer.
Ritchie, M. (2020). Succession planning for successful leadership: why we need to talk about
succession planning! Management in Education, 34(1), 33-37.
Strathdee, R. (2023). The new localism, social reproduction, and reform of school-based
vocational education in the state of Victoria, Australia. Journal of Vocational Education
& Training, 1-20.
Xie, S., Yu, Z., & Lv, Z. (2021). Multi-Disease Prediction Based on Deep Learning: A Survey.
CMES-Computer Modeling in Engineering & Sciences, 128(2).
Yu, J., Park, J., & Hyun, S. S. (2021). Impacts of the COVID-19 pandemic on employees’ work
stress, well-being, mental health, organizational citizenship behavior, and employee-
customer identification. Journal of Hospitality Marketing & Management, 30(5), 529-
548.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 1, 2024, E-ISSN: 2226-6348 © 2024
2145
Zhang, H., Lee, I., Ali, S., DiPaola, D., Cheng, Y., & Breazeal, C. (2023). Integrating ethics and
career futures with technical learning to promote AI literacy for middle school students:
An exploratory study. International Journal of Artificial Intelligence in Education, 33(2),
290-324.
Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking
University. Human Behavior and Emerging Technologies.
Wang, C., Cheng, Z., Yue, X. G., & McAleer, M. (2020). Risk management of COVID-19 by
universities in China. Journal of Risk and Financial Management.
López, T. J. M. (2023). Signification of knowledge of education as a methodology principle of
pedagogical research and the relevance of common activity. Revista Boletín Redipe.
Barcia, E. C., Cevallos, J. P. B., & Celorio, E. A. M. (2020). Estrategias de trabajo para enseñar
y aprender en el mejoramiento de la actividad docente. Opuntia Brava.
Gozalo, M., León-del-Barco, B., & Mendo-Lázaro, S. (2020). Good Practices and Learning
Strategies of Undergraduate University Students. International Journal of
Environmental Research and Public Health.
Fawns, T., Aitken, G., & Jones, D. (2020). Ecological Teaching Evaluation vs the Datafication of
Quality: Understanding Education with, and Around, Data. Postdigital Science and
Education.
Nkana, E. (2020). The Conversionism Theory of Education; Improving Instructional Practice in
Higher Education Through Faculty Development and Cross-Institutional Learning
Communities. Journal of Higher Education Theory and Practice.
Lozano-Jiménez, J. E., Huéscar, E., & Moreno-Murcia, J. A. (2021). Effects of an Autonomy
Support Intervention on the Involvement of Higher Education Students. Sustainability.
