Evaluating and analyzing student labor literacy in China's higher vocational education: an assessment model approach

Introduction This study addresses the gap in evaluating labor literacy amongst vocational students in China's higher vocational education system. It aims to develop a comprehensive framework for assessing essential labor competencies, thereby contributing to a nuanced understanding of vocational education's role in skill development.Methods Employing a multifaceted research methodology, this study integrates questionnaire surveys, econometric analyses, and the Delphi method to assess labor literacy among 749 students from three leading vocational institutions. A pioneering labor literacy assessment model is introduced: S = 0.5466B1+0.1816B2+0.1623B3+0.1095B4, where S denotes the overall labor literacy score. Here, B1 represents labor concepts, B2 denotes habits and qualities, B3 signifies knowledge and skills, and B4 encapsulates emotions and attitudes, illustrating a comprehensive approach to measuring labor literacy.Results Our findings reveal pronounced disparities in labor literacy across the identified dimensions, with particular deficiencies in labor concepts. The study also identifies six determinants-gender, political profile, academic performance, internship and training base utilization, inclination towards innovation and entrepreneurship, and labor education evaluation mechanisms-that significantly influence labor literacy outcomes.Discussion Highlighting the imperative for a contextually informed and holistic approach to labor literacy, this study's insights advocate for educational strategies that are both aligned with labor market demands and cognizant of socio-cultural nuances. The developed assessment model not only propels the theoretical discourse in vocational education forward but also provides a pragmatic guide for educators and policy makers, aiming to mitigate disparities and enhance labor competencies through refined educational practices.