Research on Exploring Practical Pathways for Integrating Vocational Skills into English Teaching in Higher Vocational Education

Abstract

Promoting the deep integration of vocational competence and English education is a crucial approach for higher vocational education to fulfill its fundamental mission of cultivating virtue and talent, as well as developing high-quality technical and skilled professionals. Guided by competency-based education, English for Specific Purposes (ESP), and situated cognition theory, this study systematically analyzes current challenges in higher vocational English teaching—such as the disconnect between curriculum content and job requirements, the neglect of professional competence in assessment, and teachers’ lack of practical work experience—after clarifying the connotation and dimensions of vocational competence. The research proposes an integrated six-pronged practical framework: goal integration, content reconstruction, method innovation, evaluation optimization, faculty development, and environmental support. At its core, this framework aims to establish a dual-track educational objective system combining “English application ability” with “professional competence,” develop modular course content based on typical work tasks, implement action-oriented instruction integrating project-based learning with workplace scenario simulations, build a multidimensional value-added assessment mechanism emphasizing both process and industry-academia collaboration, cultivate high-level “dual-qualified” teaching teams, and create collaborative education platforms between schools and enterprises. Through practical implementation across specific majors, results demonstrate that this approach effectively enhances students’ English proficiency and professional competencies, earning broad recognition from enterprises, educators, and students alike, thus providing a replicable model for reforming English education in higher vocational institutions.