DEVELOPMENT OF A 3D-CAM TO ENHANCE STUDENTS' CAREER ADAPTABILITY AT VOCATIONAL COLLEGES IN SHANDONG PROVINCE, CHINA

This study, grounded in the framework of Social Cognitive Theory, adopted a quantitative research design to develop and validate the Three-Dimensional Career Adaptability Model (3D-CAM) for enhancing students' career adaptability at vocational colleges in Shandong province, China. By employing Partial Least Squares Structural Equation Modeling (PLS-SEM), a survey (N=996) was conducted with students from three vocational colleges in Shandong Province. The results indicate that: (1) lecturers’ transformational leadership, outcome-based education, and occupational self-efficacy constitute the three core dimensions influencing career adaptability, with standardized path coefficients of 0.112 (p<0.01), 0.180 (p<0.001), and 0.649 (p<0.001), respectively; (2) lecturers’ transformational leadership indirectly affects career adaptability through the dual mediation paths of outcome-based education (β=0.862, p<0.001) and occupational self-efficacy (β=0.461, p<0.001); (3) the curriculum intervention designed based on the 3D-CAM significantly improved students' career adaptability in the teaching practice of Used Car Appraisal and Evaluation (t=18.493, p<0.001). This study innovatively establishes a three-dimensional synergy mechanism of goal-oriented instruction, practice-based learning, and psychological empowerment, providing an intervention paradigm for improving the quality of vocational education. Additionally, it offers localized empirical evidence for outcome-based education reform.