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Frontiers in Educational Research, 2023, 6(14); doi: 10.25236/FER.2023.061412.

Exploring the Innovation of Talent Training Mode for Environmental Art and Design Majors in Higher Vocational Education under the "1+X" Certificate System


Tiantian Yu, Xiaodan Kong

Corresponding Author:
Tiantian Yu

School of Gicil Engineering and Architecture, Wenzhou Polytechinc, Wenzhou, Zhejiang, China


The "1+X" certificate system (CS) is a new evaluation system for skilled talents, aimed at promoting effective connection between higher education and vocational education through the training and assessment of vocational skill certificates, and enhancing the actual ability and market competitiveness of skilled talents. This article took the talent cultivation mode (TCM) of environmental art and design (EAD) major in vocational colleges as the research object, and explored how to innovate the TCM, so that graduates have higher vocational skills and practical work experience to adapt to the ever-changing market demand. This study proposed innovative ideas in various aspects such as optimizing curriculum design, sharing educational resources, restructuring the teaching staff, and strengthening practical links. Through extensive research and case analysis, the research results of this article indicated that the respondents have a relatively high understanding of the "1+X" CS, with approximately 88% of respondents expressing knowledge of the "1+X" CS. Innovative TCM help improve students' employment competitiveness and market adaptability, meeting the requirements of the "1+X" CS. Vocational EAD majors can learn from the TCM proposed in this article to continuously meet the needs of industry and society, and cultivate more high-quality EAD talents.


"1+X" Certificate System, Vocational Environment, Art Design, Talent Cultivation Mode

Cite This Paper

Tiantian Yu, Xiaodan Kong. Exploring the Innovation of Talent Training Mode for Environmental Art and Design Majors in Higher Vocational Education under the "1+X" Certificate System. Frontiers in Educational Research (2023) Vol. 6, Issue 14: 67-74. https://doi.org/10.25236/FER.2023.061412.


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