Research on Interactive Learning Needs and Vocational Education Development for Wuliangye in the Context of Industry-Education Integration

Abstract

This study employs the Triple Helix Theory and Situated Learning Theory, guided by interactive learning needs, to systematically examine the determinants of vocational education training development at Wuliangye Group Co., Ltd., with a focus on optimization strategies within the context of industry-education integration. Employing a core-soul research method, this study surveyed 388 learners (368 valid responses) and used ANOVA and Kano models to decide how interactive learning needs factors should be prioritized and effectively used in vocational education. Empirical findings indicate that all five demand factors constitute key drivers for vocational education development, with both satisfaction enhancement and dissatisfaction elimination effects reaching significant levels. Vocational education interactive learning demands exhibit a priority hierarchy structured as “core-strategic-implicit.” The study emphasizes the establishment of institutionalized “production-learning communities,” the implementation of forward-looking “skills standard synchronization” mechanisms, the design of mission-oriented precision empowerment projects, and the co-creation of integrated “problem-to-solution” processes. Based on empirical analysis, this study constructs an analytical framework comprising “needs identification, model validation, and priority derivation.” By categorizing five types of factors according to their Kano attributes, it proposes prioritizing the development of essential core elements while incorporating modular curriculum design that balances strategic and latent needs. This framework provides actionable decision-making guidance for allocating vocational education resources in industries with distinctive characteristics.