Examining the Current Status and Strategies of Job-Course Integration for Preschool Education Majors in Higher Vocational Colleges under the Employment-First Strategy

This study examines the job-course integration for preschool education majors in higher vocational colleges under China’s employment-first strategy, aiming to identify skill gaps and propose curriculum reforms. The study used a mixed-methods approach and collected data through 610 surveys and 15 in-depth interviews with kindergarten principals, teachers, graduates, and current students. Quantitative findings revealed a high valuation of artistic skills (87.32% for dance, 86.43% for piano) yet significant underutilization in practice, particularly among in-service teachers (61.11% for piano application). Qualitative insights uncovered systemic gaps, including curriculum-workplace disconnects in classroom management and professional attitude deficiencies (89.68% of recruiters emphasized work ethic). The study highlights a paradox where graduates excel in technical skills during training but struggle with adaptive application in real classrooms. Key conclusions advocated enhancing practice-based learning, stronger mentorship models and integrated artistic pedagogy. The novelty lies in empirically quantifying the “skill attenuation phenomenon” while revealing hidden curriculum gaps in vocational training. Practical implications suggested restructuring internships to bridge theory-practice divides by embedding attitude development throughout the coursework. These findings contribute to the global vocational education discourse by contextualizing China’s preschool education challenges within broader workforce development strategies.