Family migration and well-being of Chinese migrant workers' children.

This article aims to explore the effects of parental migration on the well-being of children and how to adjust social cognitive well-being through the interrelations among family relations and social cognitive well-being indicators using structural equation modelling. Two modified social cognitive well-being models were tested in 1682 Chinese migrant workers' children to examine the pathways among social cognitive well-being and family relation characteristics. The modified models are based on the social cognitive well-being model and the characteristics of Chinese migrant workers' children. The results show that caregiver-child communication frequency, caregiver-child regulation, caregiver-child conflicts, caregiver-child trust and communication, and coactivity positively impact children's social cognitive well-being. In contrast, caregiver-child alienation negatively influences children's social cognitive factors through caregiver-child trust and communication. Additionally, this research revealed that family-related characteristics (caregiver-child regulation, caregiver-child coactivities, caregiver-child communication frequency, caregiver-child alienation, caregiver-child conflicts, and caregiver-child trust and communication) are interconnected with social cognitive well-being indicators (academic satisfaction, outcome expectations, goal progress, lifelong satisfaction, environmental support, positive affect, negative affect, and self-efficacy). This suggests that family migration and relationships with caregiver(s) can significantly affect the well-being of migrant workers' children.

Innovation and evaluation of vocational pharmaceutical education system under the 1 + X certificate system in China.

BACKGROUND AND OBJECTIVES: The 1 + X certificate system, introduced in China in 2019, integrates academic credentials with vocational skill certificates to meet the heightened demand for skilled talents in the growing economy. This study aims to innovate and evaluate the vocational pharmaceutical education system under the 1 + X certificate framework, specifically addressing the gap between theoretical education and workplace requirements. MATERIALS AND METHODS: A retrospective observational approach analyzed 490 pharmacy students over two academic years. The 2021 cohort underwent 1 + X integrated education, while the 2020 cohort followed conventional education. We collaborated closely with industry partners to identify and compile typical job competencies, formulating work projects aligned with industry demands. Combining the skill level standards and assessment content of "1+X Pharmaceutical Purchasing and Sales" and "1+X Pharmaceutical Preparation", we revised the course standards, incorporating typical work projects into the 2021 pharmacy professional teaching curriculum. This constituted the fundamental content of the 1 + X education reform. Statistical analysis compared course scores and 1 + X certificate examination performance. RESULTS: The 2021 cohort, under the 1 + X educational model, demonstrated higher average scores in pharmacy courses, with significant improvements in pharmacology (1 + X vs. Traditional education: 58.40 ± 14.20 vs. 53.44 ± 14.67), clinical pharmacotherapy (72.74 ± 10.28 vs. 63.15 ± 11.03), and pharmaceutical distribution and marketing (79.34 ± 10.96 vs. 67.50 ± 15.82). 1 + X certificate pass rates and satisfaction with the model were also higher than the 2020 cohort. CONCLUSION: The 1 + X certificate system is useful for developing talent in Chinese vocational education, effectively integrating assessments with industry standards. Future research should aim at evaluating long-term outcomes and improving quantitative skills assessments for enhanced effectiveness.

Experiences of teachers in vocational programmes in special needs schools, City of Cape Town.

Background: Vocational programmes run by teachers in the special needs school context can play a significant role in the vocational development of learners with severe intellectual disability (SID). This study aimed to answer the question 'what are the challenges faced by teachers in the implementation of vocational programmes in selected public special needs schools for learners with SID in the Metropolitan (Metro) District within the City of Cape Town?' Objectives: The objectives were to describe the challenges as perceived by participants, to highlight common and contrasting challenges in the different schools and to share recommendations on support needed. Method: A qualitative descriptive study was conducted. A combination of purposive and snowball sampling strategies was used to select six teachers from six special needs schools. One-on-one semi-structured interviews with teachers were performed. An interview schedule was used as a tool and all interviews were transcribed and translated into English verbatim. Thematic analysis was applied. Results: The findings showed that teachers encounter inadequate resources, a lack of training, and poor support systems. This study highlights the issues of existing policy and the lack of a mandatory policy on vocational programmes in South Africa. Conclusion: The participants' experiences added to the existing literature by providing valuable insights into the obstacles teachers encounter in this relatively new curriculum. A multifaceted policy framework that is well funded and implemented is much needed to address the challenges identified. Contribution: The findings may contribute to the development and strengthening of policies on vocational programmes within the South African context.

What do they Need?-The academic counseling needs of students majoring in art and design in a higher vocational college in China.

Students in higher vocational education are always encountering various challenges. The way they attempt to conquer these challenges influences their success in achieving their academic goals. With the development of the times, the needs of students in China's vocational colleges to cope with challenges are also changing. In order to understand the changing needs of these students to cope with the challenges, based on Trautwein and Bosse's academic counseling demand model and Knowles's demand theory, this study adopted semi-structured interviews, key event collection methods, and purposive sampling to select 12 students of different grades majoring in art and design in a higher vocational college in Guangzhou, China. With reference to related studies on the key academic needs of students, interview outlines were designed, interviews were conducted, and coding and analysis were performed. Students' experiences were categorized according to learning-related, individual, organization, and social constructs. The study results showed that the academic counseling needs of China's higher vocational art and design students mainly focused on the learning-related construct, such as understanding the courses and course systems they were majoring in, setting and realizing academic goals, coping with setbacks, pressure and other students' comprehensive evaluation. This was followed by dealing with personal and financial issues, building social circles and peer relationships, and so on. Therefore, for students to overcome challenges and achieve academic goals, it is helpful to strengthen the collaboration between professional teachers and counselors, the influence of peers, the focus on academic consulting work related to learning, and to explore and carry out guidance on students' individual needs in higher vocational colleges.

Higher Vocational Nursing Students' Clinical Core Competence in China: A Cross-Sectional Study.

Introduction: Understanding the clinical core competence of nursing students in higher vocational colleges is crucial for adjusting the nursing core curriculum and training of nursing professionals. However, little is known about the level of clinical core competence of higher vocational nursing students in China. Objective: To investigate nursing students' clinical core competence in the school of nursing and health at a vocational and technical college in Guangdong, China. Methods: The Core Competency Scale for Registered Nurses in China was used to evaluate the clinical core competence of higher vocational nursing students from February to March 2022. Data were analyzed by descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Results: A total of 1,120 nursing students were investigated, 1,069 were valid questionnaires, and the response rate was 95.4%. The total score of core competence score of higher vocational nursing students was 176.55 ± 43.95, only 43.3% of students obtained an overall score more than 178, and 47.7% of students scored between 116 and 178 scores. The lowest score was on critical thinking and scientific research (2.72 ± 0.77) following by clinical nursing (2.85 ± 0.80), which had differences in gender, category of students, and years of study. There were differences in the total average score of core competence in terms of gender and category of students. Leadership and interpersonal relationships differ significantly by gender, while professional development, teaching, and coaching differ significantly by category of student. Conclusions: The findings revealed the core competence of higher vocational nursing students is at a medium level. Moreover, critical thinking and scientific research, and clinical nursing ability are significantly insufficient.

A study on Taiwan's vocational senior high school teachers' teaching identity and teaching transformation when facing a new competency-based curriculum.

Introduction: The competency of education is advocated in the 2023 United Nations Sustainable Development Goals. UNESCO encourages countries to provide inclusive, equitable, competency education and lifelong learning opportunities for all. Starting from 2019, 12-Year-Basic-Education, a new curriculum, was fully implemented in Taiwan to conform to the competency education strategy. For the teachers on site, teachers' understanding of the new curriculum and teaching practice has a direct impact on the competency of the implementation of this new policy. The main purpose of this study was to explore the relationship between vocational senior high school teachers' competency-oriented teaching, teaching identity and teaching transformation regarding this new curriculum. Methods: In order to effectively expand teachers' understanding of competency-oriented teaching identity, this study put forward 6 hypothetical approaches based on the implicit theory of teaching transformation. The 747 valid questionnaires accounted for 97.1% of the total recovered questionnaires. The reliability and validity analyses, as well as overall model fitting analysis and research model validation were performed on these valid questionnaires. Results: The results of the study showed: (1) With the background of Competency-oriented teaching, teachers' teaching attitude and teaching willingness has a positive impact on teaching identity; (2) teachers' teaching identity has a positive impact on teaching preparation, teaching practice, further study, three types of teaching transformation. In summary, three conclusions from this study were concluded on the aspects of teaching preparation, teaching practice and further study on practical competency-oriented teaching, teaching identity and teaching transformation in the educational field. Conclusion: Three conclusions were derived for the relationships among these six constructs: (1) Teachers with a "good attitude" and "strong willingness" to teach, a "high sense of identification" acceptance and full implement of "teaching preparation" are considered as teachers with a "foresight and a visionary predictive style"; (2) Teachers with a high sense of self-awareness who can fully practice "teaching practice" are teachers with a "pragmatic teaching by example style"; (3) Teachers with a "good attitude," a "strong willingness" to teach, a "high sense of identification" acceptance and who are able to fully practice "advanced research" are considered as teachers with an "empowerment-enhancing coaching style".

Mental health literacy and seeking for professional help among secondary school students in Slovakia: a brief report.

Secondary school students are at risk for mental health problems, especially nowadays, when we face an increase in mental health issues among adolescents and the general population. Mental health literacy (MHL) and help-seeking behavior are considered protective factors; however, we lack data on the levels of MHL in secondary school students and how MHL is developed in schools. This correlational and comparative study was designed to investigate mental health literacy (MHL) and help-seeking behavior among secondary school students in Slovakia. A convenient sample of 250 Slovak secondary school students responded to an anonymous online survey consisting of two scales (Mental Health Literacy Scale and Self-stigma of Seeking Help). Significant differences in mental health literacy (t(248) = 5.56; p ≤ 0.0) and stigma of seeking help (t(248) = -4.33; p ≤ 0.01) were observed between students in general and vocational secondary school. Students in general secondary school who attended optional psychology courses had the highest scores in mental health literacy (U = 987; p = 0.003). These preliminary findings showed that secondary students with a higher level of mental health literacy reported a lower level of self-stigmatization related to seeking professional mental health help (r = -0.339; p ≤ 0.01). Implementing mental health education into secondary school curricula can potentially help increase mental health literacy and decrease self-stigma of seeking help.

Predictive analysis and correlational exploration of public and academic attention in secondary vocational education.

Secondary vocational education (SVE) is responsible for cultivating talents with moral and technical skills, receiving widespread attention from scholars and the public. Studying the two attentions can broaden the research perspectives and promote the development of SVE. However, there are the following problems: 1) the public attention and academic attention of SVE cannot be accurately characterized; 2) the relationship between the public attention and academic attention of SVE cannot be clear; 3) the impact of public attention and academic attention on SVE cannot be predicted. To address the above issues, this paper puts forward the PLSH (Pearson correlation-Linear regression, Seasonal autoregressive integrated moving average (SARIMA), and Holt-winters model) framework. It involves four research steps: 1) public attention and academic attention are obtained for SVE; 2) the correlation between them is analyzed and a linear model is developed; 3) the performance of the SARIMA model and Holt-winters model are conducted, and the best model is adopted to predict the public attention; 4) academic attention is predicted using the results from the previous step. The study shows that the PLSH framework can characterize academic and public attention to SVE, effectively reflecting their correlation and predicting their growth trends.

Can a PERMA model-based positive psychological intervention affect the SIA and SWB of vocational college students majoring in nursing in China?

Aims: The study was conducted to investigate the effects of a PERMA model-based positive psychological intervention on vocational college students' social interaction anxiety and subjective well-being. Methods: This is an experimental study in which data were collected through self-administered questionnaire. A total of 261 students from four classes at Caofeidian College of Technology without differences in the levels of social interaction anxiety and subjective well-being were selected as the control group and intervention group randomly. Students in the control group received a traditional psychological intervention, while students in the invention group received a PERMA model-based positive psychological intervention. Thereafter, the research team collected data regarding students' social interaction anxiety and subjective well-being. Results: Based on the result obtained, the mean score for social interaction anxiety in the invention group was significantly lower than those in the control group (42.95 vs. 53.07, p < 0.001) and the mean score for subjective well-being was significantly higher than those in the control group (92.58 vs. 87.26, p < 0.001). Conclusion: A PERMA model-based positive psychological intervention can effectively relieve the social interaction anxiety of nursing students in vocational colleges, and improve their subjective well-being levels.

Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences.

INTRODUCTION: The effort adolescents make determines the risk for dropping out of vocational education and training (VET) early and their chances of graduating upper secondary education. Studies have shown that adolescents' efforts decrease during the transition to upper secondary general education and increases for the transition to VET. In this study, we examined adolescent self-efficacy in lower secondary education, adolescent-instructor relationship (AIR) in VET and general education, and perceived person-environment fit (PEF) as predictors of adolescent effort. METHOD: We calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to VET with two learning contexts, company and vocational school in Switzerland. Group 2 included 517 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to upper secondary general education and thus stayed in a school. Adolescents' survey data was collected in 2016 and 2017. RESULTS: Self-efficacy in lower secondary education and AIR in upper secondary education indirectly predicted effort in upper secondary education via PEF, controlling for effort in lower secondary education. Findings were similar for general education and vocational school. However, the effects differed between company and general education (moderation). The positive effect of AIR on PEF was statistically significantly weaker for adolescents in general education than for adolescents in VET and their company learning context. CONCLUSION: We discuss strategies to enhance adolescents' efforts in upper secondary education.

Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers.

New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known professional induction challenges, which requires numerous adjustments in terms of organizational integration and socialization as well as on a personal level, new VET teachers also experience a major professional and identity transition: they shift from experts in their field to novices in the teaching field. Moreover, as they are not generally trained in pedagogy, new teachers must enroll in a mandatory teaching bachelor's program once they are fully in charge of a class and its educational responsibilities. This complex process calls for a closer look at ways to facilitate their induction experience. Specifically, because it is closely related to motivation, engagement, and performance, this study focuses on their perceived self-efficacy as teachers. This study focused on 21 new VET teachers in the francophone province of Quebec, Canada, and aim to identify different strategies through which they succeeded in developing and maintaining their self-efficacy: strategies related to 1) the work of teaching, 2) mobilization of resources, 3) professional development, and 4) attitudes and well-being at work. These strategies allow us to gain a deeper understanding of previously unexplored aspects of the reality of these teachers, and to propose avenues for the development of interventions targeting their needs.

A New Human-Based Metaheuristic Algorithm for Solving Optimization Problems Based on Technical and Vocational Education and Training.

In this paper, a new human-based metaheuristic algorithm called Technical and Vocational Education and Training-Based Optimizer (TVETBO) is introduced to solve optimization problems. The fundamental inspiration for TVETBO is taken from the process of teaching work-related skills to applicants in technical and vocational education and training schools. The theory of TVETBO is expressed and mathematically modeled in three phases: (i) theory education, (ii) practical education, and (iii) individual skills development. The performance of TVETBO when solving optimization problems is evaluated on the CEC 2017 test suite for problem dimensions equal to 10, 30, 50, and 100. The optimization results show that TVETBO, with its high abilities to explore, exploit, and create a balance between exploration and exploitation during the search process, is able to provide effective solutions for the benchmark functions. The results obtained from TVETBO are compared with the performances of twelve well-known metaheuristic algorithms. A comparison of the simulation results and statistical analysis shows that the proposed TVETBO approach provides better results in most of the benchmark functions and provides a superior performance in competition with competitor algorithms. Furthermore, in order to measure the effectiveness of the proposed approach in dealing with real-world applications, TVETBO is implemented on twenty-two constrained optimization problems from the CEC 2011 test suite. The simulation results show that TVETBO provides an effective and superior performance when solving constrained optimization problems of real-world applications compared to competitor algorithms.

Departmental conditions for professional learning of instructors in vocational and professional education.

Background: For vocational and professional education to remain relevant, instructors need to keep developing themselves and their practices. Much of instructor learning happens on-the-job. Drawing on literature on teacher learning in the workplace, this article explores how structural and cultural conditions shape professional learning of instructors in departments for post-secondary vocational and professional education in western Canada. Methods: A multiple case study approach was used to explore how instructors perceive departmental conditions as enhancing or inhibiting professional learning. Interview data, meeting observations, and program documentation was collected from 27 instructors from 5 departments in three institutes for post-secondary vocational and professional education. The educational programming in the five departments cover four industry sectors: two healthcare departments, one building trades, one business, and one social services department. Results: Structural conditions reported to facilitate instructor professional learning at the department level include student feedback, job-rotation, coordinating work-placements, and whether participation in continuing professional development is a licensing requirement of the profession. Heavy workload and the way teaching is scheduled are most often reported as conditions inhibiting learning. Considering cultural conditions, three in-depth case descriptions illustrate how instructors draw on beliefs and practices prevalent in their original trade/profession when shaping their departmental culture as a learning environment. Conclusions: The concept of sense-making proved useful to describe how instructors draw on elements of the occupational culture taught in the program when shaping their workplace as a learning environment. This influence of occupational culture could help explain previously observed differences in how instructors from various industry sectors engage in professional learning. Organizational support is warranted for facilitating organizational conditions for instructor learning including the development of departmental leaders' capacity to influence workplace conditions for professional learning. Supplementary Information: The online version contains supplementary material available at 10.1186/s40461-023-00151-z.

Assessing Study Skill Needs for Information Technology and Computer Science Students in Technical and Vocational Universities.

Not a great deal is known about what study skills are essential for success in the science, technology, engineering, and mathematics' disciplines, particularly in information technology (IT) and computer science (CS) programs in the technical and vocational education (TVE) in Taiwanese higher education. Since TVE accounts for more than half of the post-secondary enrolments in the country, and with the increasing demand for IT and CS talents, we studied perceptions of the importance and competency of such skills to identify the students' needs and demographic factors influencing them. A survey was administered to 1398 students in IT and CS programs in Taiwanese TVE universities. General skills were seen as the most important one among the study skills examined, and students felt competent using them. The needs to manage time, perform quantitative/mathematical tasks, and delegate were identified and these needs were affected by institutional quality, gender, and academic achievement. The results might be useful for further investigation in this area and guiding future plan to improve student performance in TVE.

[The completion of trial apprenticeships is followed by the choice of an apprenticeship profession: Predicting the decision to pursue a trial apprenticeship profession in the career choice process]. / Nach den Berufswahlpraktika ist vor der Wahl des Ausbildungsberufs: Vorhersage des Entscheids für die Weiterverfolgung eines Praktikumberufs im Berufswahlprozess.

This article investigated the factors that lead adolescents to pursue a trial apprenticeship profession in their career choice process. Gottfredson's Theory of Circumscription, Compromise, and Self-Creation (TCCSC) served as the theoretical basis for the analyses. A longitudinal sample of 128 female and 202 male adolescents who completed standardized questionnaires in seventh and ninth grades and who indicated that they would begin vocational education and training after compulsory schooling was analyzed separately by gender. Regression models showed that the number of apprenticeship positions has the strongest effect for both female and male adolescents (significant positive effect). Only for female adolescents, the extent of enterprising requirements of the trial apprenticeship profession was shown to have a negative effect on the decision to pursue a trial apprenticeship profession, controlling for the number of apprenticeship positions. The results support the accessibility hypothesis postulated in the TCCSC, according to which individuals are more likely to pursue professions they perceive as more accessible, i.e., with a large number of apprenticeship positions. In light of the compatibility idea contained in the TCCSC, a possible explanation for the negative effect of enterprising requirements of trial apprenticeship professions among female adolescents is that they may assess their enterprising skills as too low. As a result, they perceive professions with high enterprising requirements as incompatible and turn away from these professions. This study was able to address a gap in career choice research by examining the role of trial apprenticeship professions and offers important reference points for future research.

Professional identification in the beginning of a teacher's career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training.

Introduction: This study examines the extent to which VET trainee teachers' identification with their profession is related to their basic psychological need for autonomy and whether this is reflected in their intention to stay in the field. Trainee's subjective experience of their professional identity interacts with different conditions of the training environment, whereby we focus on perceived autonomy support and autonomy thwarting behavior of seminar teachers. Methods: On the basis of a longitudinal design with a total of 79 trainee teachers in Germany and four survey time points during teacher training, corresponding developmental processes were traced over a total period of 1 year. Cross-lagged panel analyses allow us to draw conclusions about the extent to which professional identification of trainees interacts with autonomy-support or autonomy-thwarting conditions originating from seminar teachers and to what extent the aforementioned factors in turn affect intention to stay. Results: Cross-lagged panel analyses show that professional identification after 6 months in teacher training significantly predicts the intention to stay in the teaching profession half a year later. Significant cross paths each describe positive effects between professional identification and autonomy support and negative effects between professional identification and autonomy thwarting. Discussion: Particularly against the background of the shortage of teachers in Germany and other countries, the promotion of professional identification processes in the sense of a teacher identity can be assessed as crucial. In this respect, an autonomy-supporting environment, e.g., created by seminar teachers, can already contribute to that during teacher training.

Requirements, Barriers and Tools for Participation in an Inclusive Educational Digital Environment.

An inclusive digital environment in education is considered a cornerstone for a modern society and particularly important for learners with disabilities. This paper delves into this topic and presents the findings from a one-week "Learning, Teaching and Training Activity" (LTTA) conducted as part of the Erasmus+ project on the "Digital Readiness of Vocational Educational Institutions in an Inclusive Environment." The LTTA involved discussions on the requirements, barriers, and applicable tools for digitalization in Vocational Educational Institutions (VET) with educators and self-representatives (learners with disabilities). The feedback from participants was analyzed and included evaluations of various tools in terms of their effectiveness and usefulness. These tools encompassed document accessibility, onboard Windows accessibility features, AI in the form of large language models (LLM) as assistive technology, and image recognition-based assistive technologies. Results, presented in this paper, indicate that especially learners with disabilities can benefit from participation in an inclusive digital environment.

How does the learning environment support vocational student learning of domain-general competencies?

Studies and policy reports worldwide argue that a modern employee must possess domain-general competencies to become employed. However, competency studies within upper-secondary initial vocational education and training are scarce. Therefore, this study aimed to scrutinise this topic and examined how the experienced learning environment contributes to student learning of competencies. Study participants were students in automotive engineering, mechanical and metal engineering, electrical and automation engineering and building service technology. The data were collected with an online questionnaire and analysed statistically using structural equation modelling. The research findings indicate firstly that eight competency domains could be recognised: work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Secondly, students' experienced learning environment was characterised by social support and recognition provided by educators, equal treatment between students and a positive climate for learning. Thirdly, the quality of the experienced learning environment contributed to learning of competencies. The research findings enhance the scientific and societal discussion about vocational graduate competencies and to what extent the experienced learning environment contributes to the learning of competencies. Supplementary Information: The online version contains supplementary material available at 10.1007/s12186-023-09318-x.

Predicting effects of career adaptability and educational identity on the career decision-making of Chinese higher vocational students.

The present study aimed to explore factors affecting Chinese higher vocational students' career decision-making. A sample (N = 983) was surveyed with a questionnaire. The results showed that somewhat more than half of the students (57.4%) decided to apply for a bachelor's degree whereas the rest decided to work (22.4%) or undecided (20.2%). Academic performance, grade, gender, study major, and career adaptability were shown to predict decision-making. By contrast, educational identity did not predict participants' career decision-making. These findings imply that career education should be based on students' choices for future development.

Prédiction des effets de l'adaptabilité professionnelle et de l'identité éducative sur la prise de décision professionnelle des étudiants professionnels supérieurs chinois. La présente étude visait à explorer les facteurs qui influent sur les décisions de carrière des étudiants professionnels chinois de niveau supérieur. Un échantillon (N = 983) a été sondé au moyen d'un questionnaire. Les résultats ont montré qu'un peu plus de la moitié des étudiants (57,4%) ont décidé de demander une licence, tandis que le reste a décidé de travailler (22,4%) ou indécis (20,2%). Le rendement scolaire, la note, le sexe, les études majeures et l'adaptabilité à la carrière ont permis de prédire la prise de décisions. En revanche, l'identité éducative n'a pas prédit la prise de décisions professionnelles des participants. Ces résultats impliquent que la formation professionnelle devrait être basée sur les choix des étudiants pour leur développement futur.

Predicción de los efectos de la adaptabilidad profesional y la identidad educativa en la toma de decisiones sobre la carrera de los estudiantes de formación profesional superior chinos. El objetivo del presente estudio es explorar los factores que afectan a la toma de decisiones sobre la carrera profesional de los estudiantes chinos. Se encuestó una muestra (N = 983) con un cuestionario. Los resultados mostraron que algo más de la mitad de los estudiantes (57,4%) decidieron solicitar una licenciatura, mientras que el resto decidió trabajar (22,4%) o indeciso (20,2%). Se demostró que el rendimiento académico, la calificación, el género, la especialización y la adaptabilidad profesional predecían la toma de decisiones. Por el contrario, la identidad educativa no predijo la toma de decisiones profesionales de los participantes. Estos hallazgos implican que la educación profesional debe basarse en las opciones de los estudiantes para el desarrollo futuro.