Bridging the gap: an empirical study on learning motivation, pathways, and outcomes in China’s 3 + 4 integrated vocational-bachelor education program

The study concludes that optimizing transfer examinations, strengthening curriculum integration, embedding career planning throughout training, and providing differentiated support are essential to improving the "3 + 4" model. Beyond Zhejiang, these findings offer insights for similar reforms in other Chinese provinces and for international systems such as Germany's dual education model and Singapore's polytechnic-university pathway. By linking empirical evidence with educational psychology and vocational education theory, the study contributes to both the theoretical understanding and practical improvement of integrated vocational-bachelor education globally.