This paper has two starting points. First is the recently approved document, Implementation plan of vocational education reform issued by the General Office of the State Council of China (2019). One aspect of this reform is specifically related to the quality of TVET teachers. It requires the TVET sector to develop a unified approach towards selecting and educating TVET teachers at the national level. The second is China’s resolve to follow a path of sustainable development (Zhang & Wen 2008). The government emphasizes the need to reduce environmental pollution and develop innovative approaches towards minimizing the use of energy and materials in all economic sectors and to establish step-by-step measures to implement these approaches (Tianbao & Fang 2018).
