The present situation and training strategies of innovative and entrepreneurial education teachers: evidence from China

Purpose This study identifies variations in innovation and entrepreneurship education (IEE) capabilities among Chinese college teachers, including gaps in Innovation and Entrepreneurial Knowledge (IEK), Innovative and Entrepreneurial Teaching (IET) and Innovative and Entrepreneurial Spirit (IES). It proposes strategies for enhancing training of innovation and entrepreneurship education teachers (IEETs). Design/methodology/approach A questionnaire survey was conducted among IEETs from 596 higher education institutions across 30 Chinese provinces. A total of 13,120 questionnaires were collected, of which 12,596 were valid. Chinese colleges and universities can be divided into four categories, namely, “Double First-class” Universities (DFU), General Undergraduate Colleges (GUC), Private Colleges and Independent Colleges (PCIC) and Higher Vocational Colleges (HVC). Findings The study reveals the current distribution of IEETs in Chinese colleges and universities, including gender, age, degree, professional title, discipline, working years and teacher types, as well as differences in IEK, IET, IES and satisfaction levels. The study further proposes the construction of a tiered, categorized and intercollegiate collaborative sustainable training system, suggesting differentiated strategies for different types of colleges and universities. Originality/value This study, through extensive data research, has proposed specific strategies for promoting IEETs professional development and improving the quality of IEE. It offers tailored training strategies for IEETs in different types of colleges and universities, contributing to the enhancement of IEETs' competence.