Shoutian Lan1, Hui Lan2, 1Suizhou Institute of Education, Suizhou, Hubei, 441300, China, 2Zhejiang Gongshang University, Hangzhou, Zhejiang, 310018, China
The teaching methods of each subject should not only adapt to the internal needs of students, but also adapt to the objective laws of the development of external things, and should make the two skillfully combined and promote each other, so as to achieve the "double adaptation" of teaching. After repeated research and experiments, we found that the "learning guide" implemented according to a "four-step procedure" can comprehensively solve this problem. This can also bring about a high degree of integration of "teaching" and "learning", a high degree of integration of teaching plans, textbooks, assignments and exams, a high degree of integration of teaching materials and teaching methods, a high degree of integration of teaching methods of various disciplines, and a high degree of consistency between school education and social needs. The role, energy and various effects of "highly integrated" and "highly consistent" can not be underestimated. It can not only ensure that all teaching tasks can be easily completed within the specified teaching time, but also expand the depth and breadth of knowledge on the original basis, creating extremely favorable conditions for the cultivation of talents and even talents.
inner need; objective law; double adaptation；four-step procedure; highly integrated;
Ali Suleiman Talib Al Shuaili 1,1 Department of Educational Psychology, Sultan Idris Education University (UPSI), Malaysia
This study investigates the extent to which the competencies of students enrolled in government vocational colleges in the Sultanate of Oman align with the demands of the national labor market. Utilizing a descriptive-analytical survey design, the research employed a stratified random sample of 400 final-year students from eight vocational colleges. Data were collected through a validated questionnaire assessing vocational skills, technical skills, and perceived labor market alignment. The results indicated moderate to high self-perceived vocational skills (M = 3.62, SD = 0.52) and technical skills (M = 3.55, SD = 0.48), alongside a moderate level of perceived alignment with labor market requirements (M = 3.40, SD = 0.60). Independent samples t-tests revealed no significant gender differences, whereas ANOVA showed significant differences across academic specializations, with engineering students reporting the highest technical skill levels. Pearson correlation analysis demonstrated a moderate positive relationship (r = 0.57, p < 0.001) between students’ competencies and perceived labor market alignment. The findings underscore the need to strengthen industry partnerships, expand practical training opportunities, and integrate soft skills development into curricula to better equip students for workforce demands. This study offers valuable empirical evidence for policymakers, educators, and stakeholders seeking to enhance Technical and Vocational Training (TVT) outcomes in Oman and comparable emerging economies.
TVT, Oman, labor market alignment, vocational skills, technical skills, employability, workforce development, student competencies.
