Exploring the Challenges and Opportunities in Cultivating Vocational Competence among Preschool Education Students in Chinese Higher Vocational Colleges: A Comparative Study of Policy Texts and Industry Needs

Abstract

Purpose: This study examined the challenges and opportunities in cultivating vocational competence among preschool education students in higher vocational colleges in Jiangxi Province, China. It sought to explore student perceptions, identify barriers and supports in their training, and compare these perspectives with industry needs and policy directions. Methods: A qualitative, interview-based exploratory design was employed. Data were collected through 15 semi-structured interviews with 10 preschool education students and 5 industry stakeholders, including principals and experienced teachers. Purposive sampling ensured diversity in student backgrounds and industry perspectives. Data were transcribed and analyzed thematically to identify key patterns and comparisons across groups. Findings: Students perceived vocational competence as a combination of knowledge, teaching skills, and personal attributes such as patience and empathy. Challenges included limited hands-on practice, outdated curricula, and insufficient internship opportunities. However, policies supporting preschool education, strong job demand, and mentorship provided important opportunities. Comparisons with industry needs revealed alignment on the importance of soft skills but highlighted gaps in graduates’ readiness for immediate classroom responsibilities. Originality/Implications: By integrating student and industry perspectives, this study provides nuanced insights into the mismatch between policy ambitions and practical training outcomes. It underscores the need for stronger alignment between vocational colleges, policymakers, and employers in preparing a high-quality preschool teaching workforce.