Reform Practices and Developmental Pathways of Literary Education in Higher Vocational Colleges Under the Drive of Information Technology in the New Era
TL;DR
Case analysis shows that technology effectiveness depends less on technical complexity than on alignment with the humanistic characteristics of literary education, teacher integration capacity, and curriculum design quality, and case analysis further shows that technology effectiveness depends less on technical complexity than on alignment with the humanistic characteristics of literary education, teacher integration capacity, and curriculum design quality.
Abstract
This study examines information-technology-driven reform in higher vocational literary education in contemporary China and analyzes implementation gaps, practical outcomes, and developmental pathways. Using a mixed-methods research design, empirical data are collected from 180 teachers and 1,287 students across 15 higher vocational colleges in six provinces covering eastern, central, and western regions. Structured questionnaires, in-depth interviews, and classroom observations are used to examine four dimensions: IT integration, reform practices, teaching outcomes, and implementation constraints. The results show that systematic IT intervention produces measurable gains in student classroom participation, autonomous learning engagement, and written expression competence, with increases of 27.2%, 25.2%, and 22.2%, respectively. However, its effect on higher-order cognitive capacities, especially critical thinking, remains comparatively limited. Case analysis further shows that technology effectiveness depends less on technical complexity than on alignment with the humanistic characteristics of literary education, teacher integration capacity, and curriculum design quality. The study proposes coordinated advancement across macro-level policy, meso-level curriculum reconstruction, and micro-level pedagogy to balance technological rationality and humanistic orientation.