Corresponding Author ORCID Identifer
Hengjun Wang
Document Type
Research
Abstract
The integration of psychological education in China's vocational and technical education (VTE) schools is increasingly recognized for its role in promoting students' personal and professional growth. This review synthesizes recent research to evaluate the integration of psychological education in VTE schools and its benefits, outcomes, and challenges. A psychological curriculum is found to enhance both students' personal and professional development. However, key findings also highlight the inconsistency in the implementation of psychological education among VTE schools and the insufficiency in updating the curriculum to address students' changes due to the transformation in technology and economy. Proposing a mixed-methods approach, the study employs stratified random sampling to survey 500 VTE students and purposive sampling to conduct semi-structured interviews and focus groups with 30 students. Quantitative data analysis provides insights into students' experiences with psychological education, while qualitative findings offer a deeper understanding of how psychological curricula influence their academic and career development. This research contributes to the existing literature by highlighting the need for a more structured, evidence-based psychological curriculum in VTE institutions.
Keywords
Psychological Education, Vocational and Technical Education (VTE), China, Career Readiness, Curriculum Integration
Cite This Article
Wang, H., & Wong, S. P. (2025). Review of the Role of Psychological Curriculum in Vocational and Technical Education in China. International Journal of Management, Finance and Accounting, 6(2), 1–20. https://doi.org/10.33093/ijomfa.2025.6.2.1
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
