Dear readers and authors,
As the wave of global industrial transformation intertwines with the clarion call for building a skills-oriented society, vocational education is undergoing an unprecedented identity reconstruction: it serves as both an "adapter" to technological changes, swiftly aligning with the talent demands in emerging fields such as artificial intelligence and the green economy, and a "driver" of industrial upgrading, fostering innovation in the real economy through deep integration of industry and education. However, a fundamental contradiction lurks beneath the surface—the immense wisdom accumulated by vocational education in practice has long lacked a bridge connecting the academic realm with industrial settings, and local experiences with international perspectives.
This dichotomy is particularly pronounced in China. In recent years, guided by the "Double High Plan," Chinese vocational education has undertaken a series of institutional innovations in areas such as the identification of industry-education integration enterprises, pilot programs for the 1+X certificate system, and the promotion of modern apprenticeships. The number of industry academies jointly established by vocational colleges and enterprises has surpassed a thousand, with technology service centers directly serving over 500,000 small and medium-sized enterprises. The "craftsmanship culture" nurtured by student societies is reshaping the professional perceptions of a new generation of youth. These practices hold the key to solving common challenges in global vocational education: How can teaching standards resonate with industrial demands? How can corporate mentors transition from "guest speakers" to "educational stakeholders"? How can skill development and humanistic literacy mutually nourish each other? Regrettably, these vibrant experiences are often confined to local policy documents, institutional annual reports, or corporate training materials, failing to achieve international expression in academic language or form a replicable, transferable global knowledge system. The launch of this journal aims to break this "island of experience," enabling the authentic voice of vocational education to become a participant and leader in global academic dialogue.
Named "Global Cases and Practices," this journal represents not only an innovation in research paradigms but also a reaffirmation of academic mission. We refuse to confine vocational education research within the closed loop of "theoretical deduction-literature review-model construction." Instead, we advocate for an open cycle where "problems emerge from workshops, and research returns to classrooms." By focusing on real-world scenarios, we encourage researchers to delve into intelligent manufacturing workshops, modern agricultural bases, and frontlines of modern service industries to capture the logic of technological transformation in reshaping vocational competencies. We confront practical challenges head-on, supporting teachers in documenting failed cases of teaching innovation, corporate mentors in sharing cultural conflicts in industry-education integration, and students in narrating cognitive breakthroughs in skill acquisition. We refine Chinese solutions by systematically reviewing Chinese practices such as "dual education," "integration of positions, courses, competitions, and certificates," and "master craftsman workshops," constructing theoretical frameworks with explanatory and predictive power.
The deeper mission of this journal is to serve as an "academic haven" and a "capability charging station" for vocational education teachers. We understand that this group has long endured dual pressures: within the academic system, vocational education teachers are often questioned for their "less rigorous methodologies" and "unrepresentative samples" due to their practice-oriented research styles, leading to difficulties in publishing papers, applying for projects, and advancing their professional titles; on the international stage, classroom innovations and corporate practical experiences of frontline teachers lack cross-border dissemination channels, while advanced concepts from the international vocational education community struggle to be directly applied in local contexts.
The publication of this inaugural issue marks only the first step in our long journey. We envision this journal becoming an incubator for three forces: an international storyteller of Chinese narratives, transforming policy innovations such as the "Double High Plan" and the "identification of industry-education integration enterprises" into practical paradigms understandable and replicable by the global vocational education community; a contributor of Chinese solutions to global challenges, providing scenario-based solutions rooted in Chinese contexts for shared dilemmas such as the digital transformation of vocational education, the cultivation of green skills, and the construction of lifelong learning systems; and a builder of an academic platform for cross-cultural dialogue, facilitating mutual learning between developing and developed countries in vocational education and promoting the evolution of the global vocational education governance system toward greater inclusivity and equity.
Finally, allow me to express the vision of this journal through three metaphors: we aspire to be a lamp, illuminating the path for vocational education researchers from "experience summarization" to "knowledge production"; we strive to build a bridge, connecting the training workshops of vocational colleges with the R&D centers of multinational corporations, and linking the "spirit of craftsmanship" in Eastern vocational education with the "competency-based" approach in Western vocational education; we wish to sow a seed, nurturing more fruits of wisdom that respect differences and embrace diversity in the soil of the global vocational education community. May this journal serve as a compass for vocational education researchers, guiding us through the fog between theory and practice; as a spark in the hearts of vocational education teachers, igniting the courage to transform education; and as a bond for the global vocational education community, where the wisdom of diverse cultures converges, collides, and thrives together.
Global Cases & Practices of Vocational Education
Editor-in-Chief
Dr. Jiajia Pan, EdD
本刊親愛的讀者，作者，同仁們，
見字好！
當全球産業變革的浪潮與技能型社會建設的號角交織，職業教育正經歷前所未有的身份重構：它既是技術變革的“適應者”，需快速對接人工智能、綠色經濟等新興領域的人才需求；更是産業升級的“驅動者”，通過産教深度融合反哺實體經濟創新。然而，一個根本性矛盾却如暗流涌動——職業教育在實踐中積累的磅礴智慧，始終缺乏一座連接學術殿堂與産業現場、本土經驗與國際視野的橋梁。
這種割裂在中國體現得尤爲深刻。近年來，中國職業教育以“雙高計劃”爲引領，在産教融合型企業認定、1+X證書制度試點、現代學徒制推廣等領域開展了一系列制度創新；職業院校與企業共建的産業學院突破千家，技術服務中心直接服務中小企業超50萬家，學生社團孵化出的“工匠文化”正在重塑新一代青年的職業認知。這些實踐蘊含著破解全球職業教育共性難題的密鑰：如何讓教學標準與産業需求“同頻共振”？如何讓企業導師從“客座嘉賓”變爲“育人主體”？如何讓技能培養與人文素養“雙向滋養”？但遺憾的是，這些鮮活的經驗往往被困在地方政策文件、院校年度報告或企業內訓資料中，未能以學術語言完成國際化表達，更未形成可複製、可遷移的全球知識體系。本刊的創刊，正是爲了打破這種“經驗孤島”，讓職業教育的真實聲音成爲全球學術對話的參與者與引領者。
本刊以“Global Cases and Practices”（全球案例與實踐）爲名，既是對研究範式的革新，更是對學術使命的重申。我們拒絕將職業教育研究禁錮于“理論推演-文獻綜述-模型構建”的閉環，而是主張“問題從車間來，研究到課堂去”的開放循環。聚焦真實場景，鼓勵研究者深入智能製造車間、現代農業基地、現代服務業一綫，捕捉技術變革對職業能力的重構邏輯；直面實踐痛點，支持教師記錄教學創新中的失敗案例，企業導師分享産教融合中的文化衝突，學生講述技能習得中的認知突破；提煉中國方案，系統梳理“雙元育人”“崗課賽證融通”“技能大師工作室”等中國特色實踐，構建具有解釋力與預測力的理論框架。
本刊的深層使命，是成爲職業教育教師的“學術避風港”與“能力加油站”。我們深知，這個群體長期承受著雙重壓力：在學術體系中，職教教師因“實踐導向”的研究風格，常被質疑“方法不够嚴謹”“樣本缺乏代表性”，導致論文發表難、項目申報難、職稱晋升難；在國際舞臺上，一綫教師的課堂創新、企業實踐經驗缺乏跨國傳播渠道，而國際職教界的先進理念又難以直接嫁接至本土語境。
創刊號的出版，僅是本刊萬里征程的第一步。我們期待，本刊能成爲以下三種力量的孵化器：中國故事的國際化講述者，將“雙高計劃”“産教融合型企業認定”等政策創新，轉化爲全球職教界能理解、可借鑒的實踐範式；全球挑戰的中國方案貢獻者，針對職業教育數字化轉型、綠色技能培養、終身學習體系構建等共同難題，提供基于中國場景的解决方案；跨文化對話的學術平臺搭建者，促進發展中國家與發達國家在職業教育領域的經驗互鑒，推動全球職業教育治理體系向更加包容、公平的方向演進。
最後，請允許我用三個意象表達本刊的願景：我們願做一盞燈，照亮職業教育研究者從“經驗總結”到“知識生産”的蛻變之路；我們願建一座橋，連接職業院校的實訓車間與跨國企業的研發中心，連接東方職教的“工匠精神”與西方職教的“能力本位”；我們願播一顆種，在全球職教共同體的土壤中，孕育出更多尊重差异、包容多元的智慧果實。願這本期刊，成爲職業教育研究者手中的羅盤，指引我們穿越理論與實踐的迷霧；成爲職教教師心中的火種，點燃更多改變教育的勇氣；成爲全球職教共同體的紐帶，讓不同文化的智慧在此交匯、碰撞、共生。
全球職業教育案例與實踐
主編
潘家佳 博士
2025年6月15日