Optimization Path of Vocational Education and "Double-Qualified" Teacher Team Construction from the Perspective of Industry-Education Integration

Abstract

Deepening industry-education integration is a key path for improving vocational education quality and cultivating “double-qualified” teachers with both theoretical knowledge and practical engineering competence. Based on human capital theory and collaborative governance theory, this study uses literature research, questionnaire survey, and case analysis to systematically examine the current characteristics, practical dilemmas, and causal mechanisms of “double-qualified” teacher team construction under the background of industry-education integration. The results show that current teacher teams face problems such as an imperfect school-enterprise collaborative training mechanism, weak practical teaching capability, imbalanced evaluation and incentive systems, and insufficient resource guarantees. Drawing on typical cases of pilot vocational colleges and industrial colleges, this paper constructs a “four-in-one” path optimization framework covering institutional guarantee, training model, evaluation mechanism, and resource integration. Specific strategies are proposed to improve long-term cooperation among schools, enterprises, industries, and government departments. The study provides a systematic framework for strengthening vocational teacher development, improving practical teaching quality, and supporting talent cultivation for advanced engineering and intelligent manufacturing fields.