Data-Element-Driven Cultivation of Dual-Competency Teachers: An Integrative Pathway Converging SRDI Enterprises' Data Assets with the Spirit of Educator-Engineers

Xin Gao; Honghao Liu

doi:10.6918/IJOSSER.202510_8(10).0015

Data-Element-Driven Cultivation of Dual-Competency Teachers: An Integrative Pathway Converging SRDI Enterprises' Data Assets with the Spirit of Educator-Engineers

Xin Gao, Honghao Liu

International Journal of Social Science and Education Research, (2025), Vol.8, No.10, pp.108-114

Published: October 10, 2025

DOI: 10.6918/IJOSSER.202510_8(10).0015

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Abstract

This paper proposes a data-driven, ethics-governed pathway that converts SRDI enterprises' proprietary data into modular curricula for cultivating "dual-competency" teachers. Using a tiered anonymisation protocol, digital-twin simulations and blockchain micro-credentials, we integrate data-analytic, pedagogical-transformation and ethical-sensitivity dimensions, offering a scalable model for authentic, secure and high-quality industry--education convergence. The study establishes a theoretical framework combining the SECI-X knowledge conversion model and the dynamic competency iceberg model to bridge the gap between corporate data resources and educational innovation. It also addresses current challenges such as low data conversion rates, teacher competency deficits and policy implementation deviations, and designs a convergence path that includes institutional innovation, curriculum development and a comprehensive evaluation system. This research provides a systematic approach to transforming industrial data into educational resources, fostering deep collaboration between industry and academia.

Keywords: Higher education management; construction; optimization; assessment and evaluation system.

APA Citation: Xin Gao, Honghao Liu (2025). Data-Element-Driven Cultivation of Dual-Competency Teachers: An Integrative Pathway Converging SRDI Enterprises' Data Assets with the Spirit of Educator-Engineers. International Journal of Social Science and Education Research, 8(10), 108-114. https://doi.org/10.6918/IJOSSER.202510_8(10).0015

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