The integration of open education and vocational education from curriculum construction, teacher professional development and mutual recognition of learning achievements

Abstract

The integration of open and vocational education is both a political mandate and an area of theoretical and practical significance. Although some achievements have been made, the process often remains superficial—more like “grafting” than true structural integration. Challenges persist in curriculum construction, teacher professional development, and mutual recognition of learning achievements. This study investigates these issues to identify obstacles and propose core elements for an effective integration model. A theoretical framework was developed using the Tyler Model, Adult Learning Theory, and Embeddedness Theory. A qualitative exploratory case study was adopted, involving semi-structured interviews with nine purposively selected participants—five teachers and four administrative leaders. A pilot study helped refine the interview protocol, and validity was confirmed by domain experts. Narrative analysis identified key challenges such as fragmented curriculum systems, insufficient teacher development, and inadequate recognition of prior learning. Thematic analysis identified and confirmed the essential elements of curriculum construction, teacher professional development, and mutual recognition of learning achievements for effective integration, and these findings were validated through expert review to ensure their scientific rigor and practical relevance. Inter-rater reliability, measured using Cohen’s Kappa, exceeded 0.7. Based on the findings, key curriculum construction elements included objectives, content, methods, evaluation, research, philosophy, and incentives. Teacher professional development encompassed ethics, knowledge, ability, practice, recognition, evaluation, and collaboration. For mutual recognition of learning achievements, the study proposed three components: academic education learning outcomes, non-academic education learning outcomes, and mutual recognition standards for learning outcomes. Furthermore, the study proposed a framework for the integration of open and vocational education, encompassing the identified elements of curriculum construction, teacher professional development, and mutual recognition of learning achievements. These dimensions were designed to function in close collaboration to enhance integration outcomes. Government policy served as a critical supporting force within this framework, providing structural guidance and ensuring alignment across institutional practices. The study contributed to a deeper understanding of integration processes and offered practical recommendations to advance the comprehensive alignment of open and vocational education in policy and practice.