A Study on Core Professional Competencies of Higher Vocational Civil Architecture Students
Article Sidebar
Main Article Content
Abstract
Background and Aim: The rapid digital transformation of the construction industry has placed new demands on higher vocational education to develop civil architecture students equipped with both technical expertise and core professional competencies. However, existing curricula often fall short in areas such as digital literacy, communication, and problem-solving, leading to a mismatch between graduate capabilities and industry needs. This study aims to construct a tailored competency framework, evaluate the current development status among students, identify key influencing factors, and offer practical recommendations to support educational reform and workforce alignment.
Materials and Methods: A quantitative research design was employed to develop and validate a five-dimensional framework of core professional competencies, including ethics, communication, problem-solving, digital skills, and self-development. A structured questionnaire was distributed to 472 civil architecture students across three vocational colleges. The data were analyzed using SPSS and AMOS for descriptive statistics, group comparison, correlation analysis, and structural equation modeling to explore the relationships between educational processes, practical experiences, personal backgrounds, and competency formation.
Results: Findings indicate that students perform strongest in professional ethics and responsibility awareness, while information technology literacy remains relatively weak. Significant differences in competency levels were observed based on gender, grade, and internship experience, with practical experience notably enhancing digital skills and problem-solving abilities. Structural equation modeling confirmed the significant and interactive effects of educational processes, practical experience, and individual background on core competencies.
Conclusion: The study verifies the multidimensional structure of core professional competencies in higher vocational civil architecture students and reveals the complex influence of educational and experiential factors. These insights enrich the application of competency theory in vocational education and provide a scientific foundation for optimizing talent development aligned with industry needs.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Feng, W. (2019). Exploration of talent training paths for higher vocational civil engineering majors based on job requirements. Economic Management Digest, 20, 85–86.
He, J. (2020). Research on the internationalized talent training of civil engineering majors in higher vocational colleges under the background of the Belt and Road Initiative (Master’s thesis). East China University of Technology.
Liu, R. (2022). Research on the talent training model of higher vocational civil architecture majors. Daqing Social Sciences, 2, 146–150.
Qi, C., & Chen, F. (2013). Exploration and practice of the “123” talent training model in higher vocational civil engineering majors—Taking Silicon Lake Vocational and Technical College as an example. Education and Teaching Forum, 32, 218–219.
Qi, C., & Yang, X. (2016). Exploration and practice of experiential teaching in higher vocational civil engineering courses. Journal of Ezhou University, 23(2), 91–93.
Wang, Y., & Zhong, T. (2017). Research on a student professional quality evaluation system based on the fuzzy comprehensive evaluation method. Journal of Foshan University of Science and Technology (Natural Science Edition), 35(2), 9–13.
Xiao, D., & Liu, G. (2013). Thoughts on improving off-campus practical teaching level for higher vocational civil engineering students—Taking Chongqing Water Resources and Electric Power Vocational and Technical College as an example. China Educational Technology Equipment, 12, 140–141.
Zeng, J. (2019). Analysis of the “One Integration, Two Entries, Three Improvements” organizational model for higher vocational civil engineering testing technology majors. Digital World, 1, 123-130.
Zhang, Y. (2017). Exploration and practice of experiential teaching in higher vocational civil engineering courses. China High-tech Zone, 16, 74-78.
Zhou, Y. (2019). Several issues on the construction of the “dual-teacher” structure in higher vocational civil engineering technology majors. Digital World, 1, 124-132.
Zu, Y. (2018). A brief discussion on the cultivation of professional quality of students in higher vocational civil engineering majors. Examination Weekly, 30, 5–6.
