Human Capital Management for Improving Teachers’ Digital Competency at Secondary Vocational Schools, Chongzuo City, China

Abstract

This study examines how human capital management (HCM) methods influence the development of teachers' digital competencies in secondary vocational schools in Chongzuo City, China. The research employs a mixed-methods methodology that includes questionnaires, in-depth interviews, and case analysis. It is situated within the context of the rapidly expanding digital economy and the ongoing digital transformation of vocational education. The study investigates how key human capital management components—strategic planning, curriculum management, teacher development, and resource allocation—enable schools to enhance their digital literacy and skills. The findings provide robust evidence for the essential role of HCM in developing teachers' digital competency. First, substantial gaps were identified between current practices and teacher expectations across all HCM dimensions, with Priority Need Index (PNI) values ranging from 1.07 to 1.26, underscoring the critical need for systematic reform. Second, correlation analysis reveals significant associations between HCM practices and digital competency development, particularly in professional development (r = 0.787), performance evaluation (r = 0.765), and collaborative structures (r = 0.743). Third, PNI analysis demonstrates that performance evaluation and feedback (PNI = 1.26) and digital skill development (PNI = 1.26) constitute the most urgent intervention areas. To address these gaps, the study proposes the Performance Feedback-Driven Skills Enhancement Model (PFSEM), a continuous improvement framework that integrates evaluation, targeted training, guided practice, and reinforcement to enhance both institutional management systems and teachers' digital skill development. The findings underscore the necessity of context-responsive human capital management strategies, particularly in border-region vocational schools where cultural diversity, resource constraints, and infrastructural limitations necessitate adaptable and locally grounded approaches. This study advances understanding of effective human capital management pathways that can accelerate digital transformation and enhance teacher competency in rapidly evolving vocational education contexts.