Author(s)

Zhuo Li ¹, Danping Mo ¹

Affiliation(s)

¹ Liuzhou Institute of Technology, Liuzhou, 545616, China

Corresponding Author

Danping Mo

ABSTRACT

The digital economy is developing rapidly. Practical training systems for economics and management majors in applied undergraduate universities face multiple dilemmas. These include lagging curriculum updates. They also include superficial technology application. Another issue is the insufficient depth of industry-education integration. The goal is cultivating innovative, applied, and composite talents adapted to the background of digital-intelligence integration. This study relies on the dual theoretical models of TPACK and SAMR. TPACK stands for Technological Pedagogical Content Knowledge. SAMR represents Substitution, Augmentation, Modification, and Redefinition. This paper proposes a systematic reform plan for the practical training system. The article first analyzes the disconnection between technology and content in traditional practical teaching. It reconstructs the practical curriculum system based on the TPACK model. This achieves deep integration of technological knowledge, content knowledge, and pedagogical knowledge. Secondly, the study constructs a triple progressive practical training environment consisting of loops, chains, and networks. These correspond to specific functions. One is the reinforcement of skill points in core courses. Another is the business chain integration of course groups. The last is the construction of cross-disciplinary collaborative networks. The authors plan an innovation path for practical training methods using the SAMR model. This ranges from tool substitution to teaching redefinition. The study designs spiral progressive multi-level practical training modules based on this foundation. Finally, the paper proposes guarantee mechanisms from five dimensions. These include curriculum development and content updates. Other dimensions are faculty construction, platform building, and quality evaluation. The research aims to construct a new practical training ecosystem with full coverage and deep integration. It utilizes the combination of virtuality and reality alongside digital-intelligence empowerment. This will effectively enhance the job competency and cross-boundary innovation ability of economics and management talents.

KEYWORDS

TPACK-SAMR Framework; Digital-Intelligence Integration; Applied Undergraduate Universities; Economics and Management Majors; Practical Training System Reform

CITE THIS PAPER

Zhuo Li, Danping Mo, Implementation Path of Practical Training Systems for Economics and Management Majors in Applied Undergraduate Universities under TPACK-SAMR Framework. Advances in Vocational and Technical Education (2025) Vol. 7: 56-66. DOI: http://dx.doi.org/10.23977/avte.2025.070308.

REFERENCES

[1] Baethge, M. and Wolter, A. (2021). The German skill formation model in the digital age: Adapting vocational training to Industry 4.0. European Journal of Education, 56(2), 187-201.
[2] Xie, D. (2024). Talent cultivation models in universities under new quality productive forces: Connotation characteristics, formation logic and practical orientation. Research on Military Higher Education, 47(3), 50-57.
[3] Sun, J. (2023). Research and practice on digital talent cultivation in applied universities. Forum on Education Information, (4), 3-5.
[4] Kerres, M. and Preussler, A. (2022). Digital transformation in German higher education: Leveraging technology for entrepreneurial competencies. Higher Education Quarterly, 76(3), 512-526.
[5] Wu, J., Peng, F., Peng, Y., Liu, B. and Liu, J. (2024). Construction and practice of the three integration model for cultivating innovative practical talents in electrical control and PLC. China Modern Educational Equipment, (5), 132-135.
[6] Schmidt, P. and Weber, M. (2024). Digital twins in higher education: Enhancing applied skills in smart manufacturing. Journal of Engineering Education, 113(1), 45-62.
[7] Mollick, E. and Potra, R. (2023). Generative AI in entrepreneurial education: Opportunities and challenges. Entrepreneurship Education and Pedagogy, 6(4), 567-589.
[8] Etzkowitz, H. and Zhou, C. (2020). The triple helix: University-industry-government innovation and entrepreneurship in the digital age. Technology in Society, 63, 101339.
[9] Tan, Q., Tan, J. and Chen, Y. (2023). Cultivation of practical applied talents based on industrial colleges. Computer Education, (10), 10-15.
[10] Chen, W. (2022). Construction and practice of the three-creation talent cultivation system in universities. China University Teaching, (3), 17-24+2.
[11] Lundström, A. and Stevenson, L. (2001). Entrepreneurship policy for the future: Best practice components. Swedish Foundation for Small Business Research.
[12] Hisrich, R. D. and Soltanifar, M. (2021). Unleashing the potential of digital entrepreneurship: A new era of economic growth. Journal of Business Venturing Insights, 16, e00267.
[13] Zheng, Y., Yang, X., Xie, Y. and Wang, J. (2022). Selection and cultivation of top innovative talents in China: A multi-case evidence-based study based on educational practice. Bulletin of Chinese Academy of Sciences, 37(9), 1311-1319.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Adult and Higher Education