AI-Empowered “Job-Course-Competition-Certificate” Integrated “Four-Dimensional Integration and Five-Stage Progression” Teaching Model Research for Higher Vocational Engineering Courses
Driven by the dual forces of digital transformation in vocational education and the rapid advancement of artificial intelligence technologies, the integrated “Job-Course-Competition-Certificate” (JCCC) education model has become a central direction for higher vocational education reform. However, current higher vocational engineering courses generally face three practical dilemmas: disconnection between teaching content and job requirements, fragmented application of AI technologies, and a monolithic evaluation system. Grounded in constructivist learning theory and industry-education integration theory, this study takes engineering courses in the Cost Engineering major as its practical context and constructs an AI-empowered teaching model based on the “Four-Dimensional Integration and Five-Stage Progression” framework. The model restructures teaching content through the four-dimensional integration of job requirements, course content, competition standards, and certificate criteria alongside AI technologies, optimizes the teaching process through the five progressive stages of context creation, task-driven learning, application-driven learning, practical drill, and outcome presentation, and leverages AI tools such as DeepSeek to enable whole-process empowerment encompassing learning diagnosis, resource generation, and intelligent evaluation. Practical implementation demonstrates that this model effectively enhances students’ learning initiative, improves job competency, and increases certificate pass rates, providing a replicable practical paradigm for the intelligent teaching reform of higher vocational engineering courses.
[1] Zhang HQ, Wang HY, Liu X, 2021, Practical Problems and Implementation Pathways of the Integrated “Job-Course-Competition-Certificate” Education Model in Higher Vocational Colleges. Education and Vocation, 2021(21): 27–34.
[2] Liao SL, Zhao YF, 2025, Exploration and Practice of the “Job-Course-Competition-Certificate” Integrated Talent Cultivation Model for Civil Engineering Majors. Industrial Innovation Research, 2025(24): 190–192.
[3] Gong YL, Zhang B, 2024, Exploration and Practice of the “Job-Course-Competition-Certificate” Integrated Education Model in Curriculum Reform: A Case Study of Architectural Drawing and CAD Course. Theory and Practice of Innovation and Entrepreneurship, 2024(8): 154–156.
[4] Fu T, 2025, Reform Exploration of Practical Training Courses for Cost Engineering Majors under the “Job-Course-Competition-Certificate” Integration: A Case Study of “Plain Method Drawing Reading and Reinforcement Quantity Calculation”. Science and Education Guide, 2025(8): 88–90.
[5] Lü MZ, 2026, “Job-Course-Competition-Certificate” Integrated Teaching: AI Empowering the Tripartite Collaborative Lifelong Learning Ecosystem. Vocational Technology, 25(3): 59–65.
[6] Gui F, Xie F, Fang XY, et al., 2026, Digital-Intelligent Integration Empowering “Job-Course-Competition-Certificate” Integrated Education in Higher Vocational Colleges: Theoretical Logic, Coupling Mechanisms, and Practical Pathways. Higher Education Exploration, 2026(5): 95–100.
[7] Zhao Y, 2026, Design of an AI-Driven “Job-Course-Competition-Certificate” Integrated Evaluation System for Finance and Economics in Higher Vocational Education. Guangdong Vocational and Technical Education and Research, 2026(2): 171–174.
[8] Deng W, Gao JH, Hong XJ, et al., 2025, Exploration and Practice of “Classroom Revolution” in Higher Vocational Computer Education from the Perspective of the “Four Integrations, Five Progressions, Three Co-Educations” Teaching Model: A Case Study of Linux Operating System. Theory and Practice of Innovation and Entrepreneurship, 8(2): 16–18.
[9] Deng W, Gao JH, Hong XJ, et al., 2024, Classroom Teaching Practice in Higher Vocational Education under the “Four Integrations, Five Progressions, Three Co-Educations” Model. Journal of Shandong Electric Power College, 27(5): 47–50.
[10] Shen M, Zhang XH, 2025, Exploration of the “Three Co-Educations, Four Integrations, Five Progressions” Industry-Education Integration Teaching Model in Vocational Education. Equipment Manufacturing Technology, 2025(3): 75–78.
[11] Xu JS, 2023, Exploration and Practice of “Classroom Revolution” in the Civil Law Course of Higher Vocational Law Education: Creating “Useful Classrooms” through “Three Uses,” “Four Integrations,” and “Five Progressions.” Legal Exposition, 2023(13): 160–162.
[12] Zhang YT, Guo ZP, 2025, Exploration of “Job-Course-Competition-Certificate” Integrated Teaching Reform in Civil Engineering Testing Courses. Educational Observation, 14(25): 53–55.
[13] Yi WJ, 2025, AI-Empowered “Job-Course-Competition-Certificate” Integrated Curriculum Reform and Practice from the Perspective of Corporate Finance. Standard Living, 2025(6): 116–118.
