Fostering Core Competencies in Higher Vocational Educators: Integrating Psychological Cognition for Biotechnology Workforce Development
Ting Chen
Shanghai Publishing and Printing College, Shanghai, 200093, China.
Yibin Zhou
Shanghai Publishing and Printing College, Shanghai, 200093, China.
Qianfeng Ma
Shanghai Publishing and Printing College, Shanghai, 200093, China.
DOI:https://doi.org/10.5912/jcb1925
Abstract:
This study explores the cultivation of core competencies in higher vocational educators, emphasizing the role of psychological cognition in supporting the development of a biotechnology-ready workforce. The research begins by examining the gaps in teachers' core literacy in higher vocational institutions and the factors influencing their mental health. A comprehensive model of core competencies is constructed, integrating psychological and professional dimensions to address these gaps. The study then analyzes the psychological and competency status of educators, with a focus on how these factors affect their ability to prepare students for careers in biotechnology. Results indicate that teachers with over 21 years of experience exhibit the best psychological well-being, followed by those with less than 5 years of teaching experience. Professors were found to have the most favorable psychological status, followed by assistant professors, while educators with bachelor’s degrees demonstrated the highest psychological resilience. Additionally, the degree of alignment with core competencies increased with higher levels of education, underscoring the importance of advanced training and psychological well-being in fostering effective teaching practices. Building on these findings, the study proposes a framework for cultivating educators’ core competencies through mental health support. Key strategies include establishing a robust training system to enhance professional and psychological skills, creating mechanisms to safeguard mental health, alleviating psychological pressures through targeted competency development, and refining internal school management systems to support educators. These approaches aim to equip teachers with the tools needed to train students for biotechnology-related careers effectively. This research underscores the importance of integrating psychological health and core competency development in higher vocational education. By focusing on educators' well-being and professional growth, institutions can better prepare students for the demands of the biotechnology industry, contributing to a skilled and resilient workforce. These findings provide actionable insights for institutions seeking to align educational practices with the evolving needs of the biotechnology sector.