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Current traditional dance education models in Chinese higher education institutions place excessive emphasis on technical training and performance skills, while neglecting the cultivation of comprehensive abilities such as innovation and cultural literacy among teacher trainees. Furthermore, existing research predominantly addresses individual competency elements in a fragmented manner, lacking systematic integration and rigorous quantitative analysis of indicator weightings, thereby failing to adequately support high-quality talent development. Consequently, this study, grounded in competency-based education theory, employs literature analysis, a two-round modified Delphi method, and the Analytic Hierarchy Process (AHP) to construct a three-tiered indicator system. This framework encompasses three primary dimensions—dance knowledge, dance skills, and dance attitude—comprising nine secondary and 24 tertiary indicators. These indicators are then allocated across the four-year undergraduate programme according to weighted priorities, forming a progressive development pathway. This provides a scientific basis for curriculum design, talent cultivation, and quality assessment within dance education programmes. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

The purpose of this study is to assess how well the 6C Skills activities are implemented in the Industrial Design (RBI) course at the Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia (UTHM), regarding the soft skills mastery and project results of the students. Participants included 92 Bachelor of Vocational Education (SMPV) students, 50 of whom were in the treatment group (TG) and 42 of whom were in the control group (CG). 49 TG lecturers and 44 CG lecturers made up the total of 93 lecturers that participated. Project assessments and questionnaires were utilised to gather data for the study, which had a quasi-experimental design. Since the normality test revealed an anomalous distribution of the data, non-parametric statistical tests such the Mann-Whitney U and Wilcoxon Signed-Rank were used to analyse the data. The findings indicated that TG and CG significantly differed in their attainment of student project outcomes (U = 566.500, p < .001), with TG performing better. A significant increase in TG for all subcomponents was also seen in the post score of 6C Skills competence (Z varied from -5.533 to -5.996, p < .001), but the increase in CG was less pronounced. These results demonstrate how well the 6C Skills-based teaching strategy works to enhance 21st-century abilities. This research has significant ramifications for the advancement of TVET pedagogy that is more dynamic, comprehensive, and pertinent to the demands of the future industry. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

Vocational training can lead to higher employment rates and improved incomes, particularly for young women in low-resource settings like Kampala’s slums. Despite these benefits, further research is needed to understand the full impact and mechanisms of vocational training on youth in low-resource environments. In 2022, a focus group project, part of a larger study, involved 60 women aged 18 to 24, recruited from three Youth Support Centers operated by the Uganda Youth Development Link (UYDEL) in Kampala. Six focus groups (about 10 women in each group) were held to explore urban stress and how vocational training might mitigate social and environmental stressors and improve mental health. Data analysis conducted using NVivo software identified five key themes: economic benefits, skill development, building confidence and self-esteem, improved social and behavioral well-being, and enhanced lifestyle and quality of life. This formative research underscores that vocational training benefits young women, highlighting outcomes such as job acquisition, financial empowerment, and skill development. Additionally, self-esteem and confidence development emphasize the training’s role in fostering mental health and agency and addressing gender inequality. These findings underscore the value of vocational training in enhancing the mental health and overall well-being of young women and suggest areas for future research for how to best optimize and scale these programs in low-resource settings. © 2025 by the authors.

This study investigates the role of career calling in shaping Chinese graduates’ professional match, with a focus on the mediating role of career loyalty and the moderating effect of industry income. Drawing on Conservation of Resources (COR) theory and person–environment (P–E) fit theory, we developed a three-wave, multi-source design with 2025 graduates across diverse industries. The results reveal that career calling significantly enhances professional match, and this relationship is fully mediated by career loyalty. Moreover, industry income strengthens the positive effect of calling, suggesting that external rewards amplify internal motivation in achieving sustainable career outcomes. Theoretically, the study extends calling research into the graduate labor market and integrates contextual economic factors into the COR and P–E fit frameworks. Practically, the findings highlight the importance of cultivating career calling through higher education, organizational practices, and policy initiatives to improve workforce alignment and long-term career sustainability. © 2025 by the authors.

China’s manufacturing sector is undergoing rapid industrial upgrading, with automation driving demand for new occupational profiles and technical workers capable of managing complex production lines. Traditionally organized as a state-oriented labor regime, China’s skill formation system now faces mounting pressure to adapt. Drawing on extensive fieldwork conducted between 2017 and 2023 in the automation industry, this article examines three main pathways of skill formation—enterprise-based on-the-job training, conventional vocational education, and commercial training offered by professional institutions—and analyzes the distinct roles of the state, firms, and private providers in this process. This article argues that a purely state-led approach is insufficient to meet current industrial needs, advocating instead for a more balanced model that combines policy guidance with market participation to better align worker skills with technological advancements. The findings contribute to broader debates on the political economy of skill formation and underscore the need for further research on the institutional dynamics of workforce development in late-industrializing economies. © 2025 Chinese University of Hong Kong Press. All rights reserved.

Objective To systematically define the critical issues in the practical teaching of oriented medical students in China and to provide a reference for the management of practical teaching. Methods Via CNKI, Wanfang Data, and VIP Journal Database, we searched for journal articles in the field of practical teaching of targeted medical students in China. The Smith model was used as the theoretical framework to systematically review and categorize the problem system, and the severity index, importance index and priority index were calculated according to the problem categories; the four-quadrant method and the coefficient of variation method were used to identify the key problems and propose countermeasures. Results Eighty-seven journal articles were finally included to form a list of 20 categories of problems; the problems in the practice teaching of oriented medical students in China were mainly concentrated in the part of the main body of policy implementation; the supervisory system (R = 0. 045), the teaching concept (R = 0. 042), the performance appraisal (R = 0. 027), and the coordination mechanism (R = 0. 026) were the existing key problems in the field of practice teaching of oriented medical students in China. While internship arrangement (R = 0. 108), and management system (R = 0. 087) were potential key issues that need to be kept in mind. Conclusion The development of practice teaching for oriented medical students in China is mainly limited by the insufficiency of supervision and coordination mechanisms for practice teaching, the diversity of assessment standards, and the fact that the concept of practice teaching has not yet reached the expected level of scientization. Therefore, in the future, under the guidance of macro policies, we should improve the supervision and coordination mechanism between schools and internship bases, construct scientific concepts of practical education, and adjust internship programs to enhance the effectiveness of internship. At the same time, following the concept of human-centered education and focusing on the cultivation of moral and emotional development of oriented medical students is also a necessary means to improve the quality of internship for oriented medical students. © 2025 Publishing House of Chinese Journal of General Practice. All rights reserved.

Entrepreneurial leadership is an emerging paradigm of enquiry that has gained increased attention in research and practice in recent times. However, due to lack of conceptual clarity and theoretical foundations, various dimensions of entrepreneurial leadership competencies and their development specifically in group contexts lack theoretical and conceptual underpinning. This research seeks to narrow this gap by outlining a conceptual framework for team-based entrepreneurial leadership learning and development. According to the proposed model, developing entrepreneurial leadership skills is a dynamic and complex social process. Entrepreneurial leaders can gain knowledge and skills by participating in a variety of team-based learning activities, including peer observations, group-based experiential learning, self-regulated learning and team learning. © The Author(s) 2022. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Can the two Karls – Karl Polanyi and Karl Marx meet? Sociological debates tend to provide a negative answer and prioritize Karl Polanyi in current education and labor studies. This article poses an alternative approach by examining how the commodification of human life, the central postulation of Karl Polanyi, can be bridged into Karl Marx’s labor process theory where different forms of commodified student-labor will eventually end up in the production sphere, producing variegated internship and labor regimes. Using China’s vast vocational education system as an anchor to ground the theoretical dialogue, I contribute not only to raising an intellectual puzzle, but disclosing complex school-to-work phenomena that internship regimes, namely, the dual-despotic, market despotic or hegemonic, shapes the world’s largest young working class. By studying the complex configuration of the student-labor regimes, I argue that commodification process of human life could hardly escape the class perspective, as Karl Polanyi put it. © The Author(s) 2024

Potential drivers of gender discrimination are recruiters, who are more likely to select applicants with characteristics similar to their own. This study explores whether recruiter characteristics (age, gender, and job position) drive gender discrimination in the recruitment of apprentices for gender-segregated occupations. A factorial survey experiment among 1872 firms in Germany estimates recruiters’ heterogeneous gender choices in male, female, and gender-mixed occupations. The study finds that female applicants are chosen less often for male-dominated occupations and more often for female-dominated occupations than male applicants. Moreover, older recruiters and firm owners are less likely to recruit female applicants for male-dominated occupations but more likely to recruit them for female-dominated occupations than younger recruiters and non-firm owners. By contrast, younger recruiters and HR professionals are more likely to recruit gender-neutrally to an occupation’s dominating gender than older recruiters and non-HR professionals. This study shows that apprenticeship applicants of a gender opposed to the dominant gender of an occupation have a disadvantage in the apprenticeship market and that certain recruiters’ characteristics further impact this disadvantage. © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This bibliometric analysis investigates mobile technology integration in game-based learning (GBL) through 1,067 Scopus-indexed documents (2015–2024). Following PRISMA guidelines, we map publication trends, influential contributors, and thematic patterns in mobile GBL research. The analysis revealed a consistent annual growth rate of 1.75% in mobile GBL research, underscoring its increasing significance. Key findings highlight the pivotal role of journals such as Computers and Education and the effectiveness of mobile GBL in improving learning outcomes through interactivity, personalization, and contextual rele-vance. The study advocates for broader adoption of mobile GBL and further research to fully harness its transformative potential in education. © 2025 by the authors of this article.