The Impact of Competency-Based Education and Social Constructivism on Vocational Ability Development of Design Students in Hangzhou Vocational Colleges: A Quantitative Study
Vocational ability development is a core objective of higher vocational education, particularly for design majors facing rapid industrial transformation. This study explores how Competency-Based Education (CBE) and social constructivism theories inform vocational ability cultivation among design students in Hangzhou vocational colleges. Using quantitative methods, data from 320 students across three institutions were analyzed to measure the relationship between curriculum alignment with CBE, social interaction in learning (a key tenet of social constructivism), and vocational ability outcomes (operationalized as technical proficiency, problem-solving, and teamwork). Results indicate that CBE-oriented curriculum design (β = 0.38, p < 0.001) and collaborative learning environments (β = 0.29, p < 0.001) significantly predict vocational ability, explaining 47.6% of variance in student performance. These findings highlight the value of integrating educational theories into practice to enhance design students’ industry readiness.
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