TITLE:
How Are Educational Outcomes of Talent Training Generated in Higher Vocational Education for the Health Industry? The Pathways of Industry-Education Integration, Curriculum Matching, and Two-Mentor Collaboration
AUTHORS:
Zhuo Wang, Zhijie Mai
KEYWORDS:
Health Industry, Industry-Education Integration, Micro Dual-Subject Community, Two-Mentor Collaboration, Occupational Ability and Competence, Structural Equation Model
JOURNAL NAME:
Open Journal of Applied Sciences,
Vol.16 No.7,
July
29,
2026
ABSTRACT: The development of the health industry has promoted a shift in talent training in higher vocational education from single-skill training to the generation of compound occupational ability and competence. Focusing on how industry-education integration is transformed into educational outcomes of talent training, this study constructs a structural equation model of “Institutional Support and Resources-Industry-Education Integration-Curriculum Matching-Two-Mentor Collaboration-Occupational Ability and Competence-Educational Outcomes of Talent Training” and conducts empirical tests based on 80 pre-test samples, 197 exploratory samples, and 232 validation samples. The findings show that the overall scale has good reliability and validity, and all 44 items meet the criteria for retention. Institutional Support and Resources significantly affects Industry-Education Integration Depth, Curriculum Matching, and Health-Industry Occupational Ability and Competence. Industry-Education Integration Depth not only directly affects Educational Outcomes of Talent Training, but also produces indirect effects through Curriculum Matching, Two-Mentor Collaboration, and Health-Industry Occupational Ability and Competence. The direct effect of the Two-Mentor Collaboration Mechanism on Educational Outcomes of Talent Training is unstable, and its influence is mainly realized through Health-Industry Occupational Ability and Competence. The study indicates that the key to improving the quality of talent training in health-related professional clusters in higher vocational education is not simply to increase school-enterprise cooperation projects or mentor allocation, but to form a continuous mechanism among institutional guarantee, curriculum translation, mentor empowerment, and competence generation. Based on this, the study proposes a competence generation model of the “micro dual-subject community,” providing empirical evidence for improving the quality of industry-education integration in higher vocational professional clusters.