A Conceptual Model of Learning Adaptability of Higher Vocational Students in China

Abstract Vocational education plays a crucial role in China’s education system, with higher vocational education being a pivotal and dynamic aspect of the country’s educational reform. Despite this, higher vocational students often struggle with lethargy and inadequate adaptation to their studies. This paper constructs a conceptual model of learning adaptability by systematically coding and analyzing textual materials, such as literature, research reports, news, and interviews, pertaining to learning adaptability using grounded theory. The aim is to address the diverse factors influencing learning adaptability. The research revealed that the fundamental categories shaping learning adaptability encompass students’ psychological, academic, and personal growth states. To enhance learning adaptability, proactive intervention is necessary within these core categories outlined in the model, guiding students to anticipate and understand the challenges they may encounter. Notably, there remains a dearth of theoretical research on the learning adaptability of higher vocational students. This study aims to significantly contribute to improving teaching effectiveness in this domain.