Implementation Strategy and Risk Prevention of Vocational and Technical Education Talent Cultivation System in Emerging Technology Fields — A Case Study of Unmanned Maritime Systems Major

DOI

10.2991/978-2-38476-628-4_4How to use a DOI?

Keywords

vocational and technical education (VTE); talent cultivation system; implementation strategy; risk prevention and control; unmanned maritime systems (UMS); unmanned surface vehicle (USV); unmanned underwater vehicle (UUV)

Abstract

Current research on vocational and technical education (VTE) for emerging technologies mainly focuses on top-level design, while systematic research on phased implementation paths, risk interaction mechanisms and supporting institutional systems remains insufficient, resulting in a widespread “design–implementation gap” where well-designed talent cultivation schemes cannot be transformed into sustainable teaching practice. Taking the unmanned maritime systems major (covering USV, UUV and their command-control systems) as an embedded extreme single case, this study integrates Stage-Gate Theory and Kotter’s eight-step organizational change model, and embeds the indigenous “Three Rings-One Axis” model (competency progression as the core axis, with policy, curriculum and post linkage loops) to build a three-dimensional framework named “Four-Phase, Five-Risk, Four-Institution”. A four-stage progressive implementation roadmap including Initiation, Construction, Optimization and Maturity with standardized gate review criteria is proposed, which clarifies core tasks, key milestones and phase transition thresholds. Five core implementation risks are identified, and their two typical interactive conduction paths (fundamental constraint path, trigger amplification path) are systematically analyzed. A four-dimensional supporting institutional system covering special funding guarantee, adaptive teaching management, differentiated faculty evaluation and classified trade secret & military confidential protection is constructed to form endogenous reform incentives. Multi-source qualitative data including documents, semi-structured interviews and participatory observation are adopted to conduct formative process evaluation. Empirical results verify that the integrated framework can significantly improve implementation coherence and suppress cascading risks in early construction phases. The core theoretical contribution lies in realizing the organic coupling of two classic organizational theories with vocational education’s indigenous cultivation logic, revealing the organizational root of the “design–implementation” gap; practically, the framework is transferable to other emerging technology majors (e.g., UAV, intelligent robotics) with adjusted constraint conditions.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Xing Liu
AU  - Zhenghua Guo
PY  - 2026
DA  - 2026/10/30
TI  - Implementation Strategy and Risk Prevention of Vocational and Technical Education Talent Cultivation System in Emerging Technology Fields — A Case Study of Unmanned Maritime Systems Major
BT  - Proceedings of the 2026 2nd International Conference on Education Research and Training Technologies (ERTT 2026)
PB  - Atlantis Press
SP  - 26
EP  - 41
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-628-4_4
DO  - 10.2991/978-2-38476-628-4_4
ID  - Liu2026
ER  -