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Abstract

Changes in the global demand for labor have highlighted the need for vocational education and training (VET) systems to develop not only technical skills but also soft skills like critical thinking, communication, and adaptability. This research investigates the use of digital technologies in a flipped classroom (FC) model and their impact on the development of soft skills in vocational students with particular attention to the growing VET ecosystem in China. With data gathered from a cross-sectional quantitative survey of 270 students from a Chinese vocational college, the research seeks to assess the impact of specific digital tools, such as video lectures, simulations, chatting platforms, and collaborative workspaces, on soft skill enhancement. Regression analysis indicates the different effects of digital technologies on specific competencies, which suggests the possibility of customized tech-rich pedagogical frameworks. The research findings underscore the need to incorporate specific technology methodologies into VET teaching to align instructional practices with the realities of the workplace. Additionally, the study addresses a critically understudied area of China’s institutional and cultural VET systems, thereby broadening the scope of research literature. The study has direct relevance to educational policy, instructional design, and vocational system infrastructure planning in response to the emerging demands of the Fourth Industrial Revolution.

First Page

124

Last Page

140

Ethics Approval

Yes

Declaration Statement

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Data Availability Statement

The original contributions presented in this study are included in the article/supplementary material. Further inquiries can be directed to the corresponding author(s).

Funding：

There were no financial supports or funding sources for this project.

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