Unlocking the Potential of Individualized Teaching in Chinese Vocational Education: A Multi-Stakeholder Perspective

Abstract

Objective: In the context of China's economic upgrading and ongoing critiques of standardized training models, this study investigates the significance and multifaceted impact of individualized teaching in higher vocational education. It aims to examine how this pedagogical approach influences student development, employment outcomes, and its broader contribution to the local economic ecosystem. Methods: A qualitative case study design was employed, involving in-depth, semi-structured interviews with a purposive sample of students, faculty, and employers associated with a Chinese higher vocational college. Thematic analysis was conducted to identify emergent patterns and core themes from the perspectives of these key stakeholders. Findings: Three primary themes emerged. First, individualized teaching fosters both specialized technical skills and essential soft skills-including critical thinking, problem-solving, and self-confidence-that are highly valued in contemporary workplaces. Second, it effectively bridges the gap between education and employment by aligning student competencies with enterprise needs, thereby enhancing graduate employability. Third, by cultivating a more adaptable and innovative workforce, individualized teaching contributes to the dynamism and competitiveness of the local economy, generating a synergistic relationship between the vocational college and regional industries. Conclusion: Individualized teaching serves as a crucial mechanism for transforming Chinese vocational education from a traditional, supply-driven system into a demand-oriented, high-quality model. The findings underscore practical and policy implications, advocating for systemic support in curriculum reform, faculty development, and deeper school-enterprise partnerships centered on personalized learning.