TEACHER COMPETENCY FRAMEWORKS FOR APPLICATION-ORIENTED HIGHER EDUCATION: A MODEL FROM HAINAN, CHINA
DOI:
https://doi.org/10.14456/aamr.2025.29Keywords:
Application-Oriented Education, Teacher Competency, Higher Education, Asian Education, Competency ModelAbstract
This study investigates teacher professional competency within application-oriented higher education institutions, contributing to Asia's growing discourse on skills-based education. Focusing on Hainan, China, the research employs a mixed-methods approach, analyzing survey data from 506 educators alongside qualitative insights from interviews. Exploratory Factor Analysis (EFA) reveals eight core competency components: Personal Competency, Resource Integration Competency, Teaching Competency, Practical Competency, Knowledge Competency, Research Competency, Reflective Competency, and Innovation & Development Competency. The proposed competency model stresses resource integration and its reflection of regional economic needs. Findings highlight the need for a comprehensive approach, incorporating industry collaboration and continuous professional development. This study provides a framework applicable to other Asian contexts undergoing similar shifts towards application-oriented education. It offers implications for teacher development, recruitment, and evaluation, fostering sustainable advancement in the region's higher education landscape.
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