In the context of achieving China’s Agenda 21 for Sustainable Development (SD), it is crucial for TVET to explore its own reforms to meet the increasing demand for green skills, and serve and promote sustainable development of the social economy. Zhang and Zhang (2012) point out that the significant tasks for TVET institutes, in addition to empowering students with theoretical knowledge and professional skills, more importantly, are developing students’ competencies for SD. The aim of this article is to try to synthesize the existing literature and studies, summarize relevant information and available evidence to find factors that affect vocational students’ competencies for SD in terms of teaching and learning process of TVET.
Enhancing students’ key competencies for Sustainable Development in Chinese Technical and Vocational Education and Training (TVET): implications for TVET teachers
Barriers of Project-Based Learning in Teaching and Learning of Chinese Technical and Vocational Education and Training (TVET): A review
Teaching is one of the main components in designing learning activities and conducting educational plans. As an essential tool for achieving teaching objectives and ensuring the teaching quality in technical and vocational education, Project-Based Learning involves a dynamic classroom approach that empowers students to acquire new knowledge and skills, and solve real-life questions. Meanwhile, students design their own educational activities and performances by interaction with the surrounding natural and social reality (Baysura, Altun & Yucel-Toy 2015). The purpose of this paper is to try to synthesize the literature and studies, summarize available evidence to find barriers encountered by Chinese teachers concerning the application of the PjBL in teaching and learning of TVET.