The integration of five domains of education in higher vocational general education under the new double high plan: Realistic dilemmas and practical pathways
Shuping Ni
Zhejiang Normal University
DOI: https://doi.org/10.59429/pmcs.v8i3.15452
Keywords: new double high plan; higher vocational general education; integration of five domains of education; type education; comprehensive development
Abstract
Under the new round of the Double High Plan and the national strategy of building a strong education system, general education in higher vocational colleges is shifting from the parallel provision of five domains of education to their genuine integration. Using literature and policy analysis, this paper examines the theoretical basis, the policy evolution and the practical demands of integrating moral, intellectual, physical, aesthetic and labour education in higher vocational colleges. The study finds that current practice is constrained by four structural problems, namely fragmented governance with limited teacher capacity, loosely connected curricula that lack vocational features, rigid teaching patterns with superficial use of digital technology, and narrow evaluation standards. It proposes a systematic pathway grounded in collaborative governance, curriculum reconstruction, pedagogical innovation, teacher development and evaluation reform, so that the five domains move from parallel elements to an interconnected process and from course accumulation to a synergy of values.
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