Competency Model Construction and Development Path Optimization for “Double-Qualified” Civil Construction Teachers in Yunnan’s Higher Vocational Colleges
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This study aimed to: (1) Construct a competency model for "Double-qualified" teachers in the civil construction categories of higher vocational colleges in Yunnan Province; (2) Analyze the current status and influencing factors of teacher competency; (3) Formulate the appropriate guidelines to support the development of "Double-qualified" teachers' competency in the civil construction categories of public higher vocational colleges in Yunnan Province. The sample consisted of 202 civil construction teachers from 17 public higher vocational institutions in Yunnan Province. They were selected using stratified random sampling to ensure representation across teaching experience, professional titles, and institutional types. The primary instruments for data collection included a structured questionnaire,
in-depth interviews, and expert consultations.The primary instruments for data collection included a structured questionnaire, in-depth interviews, and expert consultations. Data were analyzed using descriptive statistics, exploratory factor analysis, and content analysis to ensure both quantitative rigor and qualitative depth. The research results were found as follows:
1.The competency model comprises four interrelated components: professional knowledge, vocational skills, IT literacy, and attitudes & motivation, with professional knowledge and vocational skills forming the foundational layer, and IT literacy and attitudes serving as transformative drivers.
- Current competency levels were found to be uneven, with strengths in theoretical knowledge and teaching commitment, but notable gaps in emerging IT literacy (e.g., BIM, digital twin applications) and industry-integrated practical experience, particularly among younger teachers.
- External enabling factors—including depth of school–enterprise cooperation, targeted policy support, and frequency of industry training—were identified as significant catalysts for competency enhancement, mediating the progression from foundational to advanced industry-relevant expertise.
This research not only fills a regional knowledge gap in the professional development of "Double-qualified" teachers in the civil construction categories but also provides actionable insights for policymakers, education administrators, and training institutions to design targeted capacity-building programs.
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