As a researcher deeply involved in the evolution of the electric car industry, I observe that the rapid iteration of artificial intelligence technologies and the global upgrade of the automotive sector are creating a powerful synergy. The deepening of China EV manufacturers’ overseas strategies is accelerating the penetration of the “electrification, connectivity, intelligence, and sharing” standards into global markets. This bidirectional empowerment is not only reshaping the international automotive landscape but also opening new avenues for the globalization of the electric car industry chain through the deep integration of technology exports, standard co-creation, and localized operations. In light of these trends, vocational institutions must urgently break away from traditional talent cultivation models and establish a “production-learning-research-application” collaborative education mechanism. This involves incorporating core technologies of the electric car “new four modernizations” and forward-looking content such as local cultures and regulations of overseas markets into the curriculum system, aiming to cultivate localized composite talents who master the core technologies of electric cars and can adapt to international standards.
The theoretical framework for cultivating composite talents in the electric car field embodies the “Three-Chain Integration” characteristic, which organically combines the vertical ability chain, horizontal knowledge chain, and globalization literacy chain. The vertical ability chain requires traversing technical levels from the maintenance and repair of three-electric systems (battery, motor, and electronic control) to intelligent network diagnosis, reconstructing the ability spectrum of traditional technical and skilled talents. The horizontal knowledge chain must integrate knowledge from mechanical, electronic, and information technology domains, aligning with the trend of technical compositeness in H·W·French’s occupational band theory. The globalization literacy chain integrates international standards like ISO 19453, cross-cultural collaboration skills, and a global technological perspective, building a capability matrix that matches industrial internationalization. This “Three-Chain Integration” model responds to the technological叠加 demands of the “new four modernizations” and achieves synergistic development of technical application and professional素养 through an industry-education integrated curriculum system.
As an important practice in the typological development of vocational education, the cultivation of composite technical and skilled talents in higher vocational electric car programs must be based on the “dual-carbon” strategy and the backdrop of global automotive industry transformation, constructing a practical connotation system from technical, ecological, and international dimensions. In the technical dimension, it emphasizes “strong core + sustainability,” requiring mastery of key technologies like three-electric systems to solve complex project challenges, alongside understanding green international standards such as the EU battery passport. The ecological dimension fosters capabilities in technological iteration and cross-cultural adaptation through school-enterprise co-built training bases and overseas project practices. The international dimension implements “bilingual and bicultural” cultivation, targeting key markets like the “Belt and Road” with language and cultural education, enabling students to interpret international technical documents and undertake overseas technical guidance. This pathway aligns with the Ministry of Education’s定位 of high-quality skilled talents and supports the demand for internationalized talents in the “Belt and Road” construction.
Currently, several issues persist in the cultivation of composite technical and skilled talents for electric car programs in higher vocational institutions. Firstly, the school-enterprise collaborative education mechanism remains superficial, with insufficient depth in enterprise participation, leading to systemic ability gaps when addressing complex engineering problems in emerging fields like intelligent connected vehicles. This shallow collaboration manifests as lagging training equipment due to limited enterprise involvement (with generational gaps compared to production lines), low frequency of engineer-led courses (resulting in discontinuous technology transfer), and low proportion of cutting-edge technologies in co-developed curricula (missing core competency cultivation). Secondly, the curriculum system lacks adaptability to the digital and intelligent demands of the industry chain, particularly in intelligent network technology where courses in mechanical engineering, data science, and operations management are fragmented. For instance, mechatronics courses lack content on key technologies like wire-controlled chassis; data analysis courses fail to deeply integrate with application scenarios such as onboard sensors and V2X communication; and operations management courses do not incorporate new industrial elements like agile development and digital factories. These disciplinary barriers prevent students from systematically mastering the complete ability chain from intelligent algorithm development to production line process adaptation and transnational project management, failing to meet enterprise needs for composite talents and necessitating the construction of modular course clusters based on real work scenarios. Thirdly, there is a deficiency in the digital and international collaboration skills of teams, with a lack of standardized paradigms in cross-departmental collaboration simulation and soft skills training in digital tool application. Specific issues include insufficient design in virtual collaboration platforms for transnational projects, application of multilingual digital tools, and simulation of cross-cultural team management, leading to ability shortfalls in handling cross-cultural communication, international standard alignment, and global collaborative innovation in “Belt and Road” projects, thus failing to meet the demand for “technically proficient + internationally visionary + collaboratively innovative” composite talents in strategic emerging industries like electric cars.
To address these challenges, the cultivation of composite talents in higher vocational electric car programs must be grounded in a three-dimensional system of “interdisciplinary technical skills + management soft skills + international thinking,” constructing innovative pathways of “multidisciplinary交叉, industry-education integration, and transnational collaboration.” In the technical skills dimension, it should build on core technologies such as power batteries, drive motors, and electronic control systems, integrating interdisciplinary skills like artificial intelligence and big data analytics, and implement modular teaching according to technical routes like pure electric, hybrid, and hydrogen fuel. In the management dimension, through the establishment of modern industrial colleges, it should strengthen the cultivation of comprehensive abilities in project management, quality control, and supply chain management. Particularly, the “Belt and Road” international characteristics should be highlighted, building a “language + technology + culture” trinity cultivation model, developing特色 courses including ASEAN electric car market analysis and overseas engineering project management, and collaborating with overseas bases of leading enterprises to establish transnational practical teaching platforms. This aims to cultivate composite talents who master interdisciplinary skills and possess international business capabilities, understand technological innovation, and are familiar with overseas markets, providing talent support for the globalization of China EV industry.
One key pathway is to build a deep collaborative mechanism of “technology symbiosis + resource co-investment + benefit sharing.” To tackle the superficial collaboration in school-enterprise education for intelligent connected vehicles, a “Three-Chain Integration” deep协同 mechanism is recommended. In terms of equipment and technology chain, establish a dynamic update mechanism for school-enterprise co-built intelligent training centers, requiring enterprises to synchronously update core equipment like multi-source sensor fusion training systems according to production line upgrade cycles (not exceeding 18 months), ensuring the technological gap between training content and industry is controlled within one iteration cycle. For the talent co-cultivation chain, implement a “dual-position mutual appointment” system, stipulating that enterprise technical backbone personnel undertake no less than 48 hours of modular teaching tasks annually, while incorporating the duration of teachers’ participation in enterprise technical攻关 (suggested average of 60 working days per year) as a core indicator for职称 promotion, forming a normalized mechanism for technology feedback into teaching. In the成果 transformation chain, through local government配套 R&D subsidies and tax incentives, promote school-enterprise co-construction of intelligent network technology test bases, transform前沿 technology modules like data modeling outlier handling into teaching projects, and establish产权 sharing mechanisms for joint technical攻关成果 such as patents and process standards. This mechanism relies on industry-education integration information platforms for precise resource matching, building a sustainable collaborative ecology by setting量化 indicators like technology conversion rate and talent adaptability.
The curriculum system should be constructed around the three-dimensional ability framework, creating a three-classroom linkage cultivation model. The first classroom focuses on strengthening core technology courses like “three-electric” systems and intelligent driving, integrating interdisciplinary content such as project management and green manufacturing, and adding特色 courses like international market analysis for electric cars, with professional foreign language teaching embedded into technical courses. The second classroom leverages industrial college resources to conduct activities like electric car technology salons, transnational enterprise case competitions, and overseas market simulation training, inviting experts from regional leading representative enterprises for special lectures. The third classroom involves cooperation with schools and enterprises in “Belt and Road” countries, organizing students to participate in practical projects such as internships at overseas factories, transnational technical support, and volunteer services at ASEAN electric car exhibitions, to cultivate practical abilities. Throughout the cultivation process, emphasis should be placed on integrating the spirit of craftsmanship and家国情怀. As technical and skilled talents in the electric car field are key drivers of “China智造,” the curriculum system should embed case studies of industry role models and incorporate ideological and political elements like the development history of China EV industry and breakthroughs in key technologies. By organizing thematic research on “China electric car going global” and participating in “Belt and Road” new energy infrastructure public welfare projects, students’ sense of mission to serve national strategy is fostered, enabling them to master professional skills for solving “bottleneck” technical challenges while possessing the commitment to contribute to national goals.
Another critical aspect is constructing a three-dimensional cultivation system of “platform co-construction + ability stratification + cultural integration.” To address the insufficiency in digital and international collaboration skills among vocational institution teams, a “platform co-construction + ability stratification + cultural integration” three-dimensional system is proposed. In terms of digital collaboration platform construction, jointly build virtual simulation collaboration systems with transnational leading enterprises, integrating industrial software like multilingual MES systems and remote diagnostic tools, to achieve full-process simulation training for task distribution, progress coordination, and quality tracing in transnational projects. For stratified ability cultivation, design modular courses according to basic level (digital tool application), advanced level (cross-departmental process optimization), and expert level (international standard alignment), embedding soft skills training like agile development and cross-cultural communication into real projects such as electric car “three-electric” system development. In cross-cultural integration, rely on the “Belt and Road” industry-education alliance to establish transnational school-enterprise rotation mechanisms, regularly organizing teachers and students to participate in Sino-foreign joint technical攻关, and strengthening contextualized understanding of international technical norms and business etiquette through immersive cultivation in the trinity of “language bridge + technology workshop + culture lab.” This system requires a dynamic evaluation mechanism, incorporating量化 indicators like digital collaboration efficiency and transnational task completion rates into talent ability certification standards.
To完善 the保障 system for cultivating composite technical and skilled talents in electric car programs, a two-level system of “national industry” and “school specialty” must be established, further strengthening organizational, mechanism, and resource保障. Specifically, under national macro-guidance, leverage electric car industry research institutes to closely align with the “dual-carbon” goals and the practical needs of electric car industry development, establishing a supportive ecosystem where government, schools, enterprises, and industries mutually reinforce, ensuring the科学性 of the top-level design of the talent cultivation system. Under the school’s electric car professional cluster construction strategy, optimize the internal governance system, establishing a trinity operational framework of academic administration departments (management bodies), electric car industrial colleges (teaching bodies), and school-enterprise cooperation offices (execution bodies), perfecting system construction to promote clear responsibilities and orderly衔接 in composite talent cultivation, ensuring continuous improvement in work quality and management efficiency. Implement specific measures such as fund保障 and assessment incentives, setting up special funds for electric car technical and skilled talent cultivation to support and guarantee projects like professional course construction, technical R&D projects, enterprise mentor recruitment, teacher enterprise practice, student internships, and student skill competitions. Simultaneously, based on work performance, establish classified assessment schemes for composite talent cultivation, technical R&D, and course development to enhance the enthusiasm of teachers, especially young teachers, in participating in talent development.
In the practice of cultivating composite technical and skilled talents for higher vocational electric car programs, a full-chain closed-loop ecology covering cultivation objectives, implementation pathways, and support保障 has been formed through the construction of a “Three-Chain Integration” deep collaborative mechanism, a “three-dimensional ability framework-driven” three-classroom linkage curriculum system, a “platform co-construction + ability stratification + cultural integration” cultivation path, and a “national industry” and “school specialty”层级 linkage保障 system. This system takes industry-education integration as the core driving force, interdisciplinary technical skills as the foundation, and international vision as the expansion direction, reshaping the underlying logic of technical and skilled talent cultivation through school-enterprise dual collaboration, transnational resource integration, and ideological value guidance. In the future, it is essential to further deepen the four-party linkage mechanism of government, schools, enterprises, and industries, optimize resource allocation efficiency via digital platforms, dynamically track the technological iteration and globalization layout needs of the electric car industry, and continuously improve the adaptability, foresight, and innovativeness of talent cultivation, thereby providing solid talent support and intellectual保障 for China EV industry to break through “bottleneck” technologies and achieve international production capacity cooperation in the “Belt and Road” initiative.
To quantitatively assess the efficiency of electric car systems, we can use formulas such as the battery energy density calculation: $$E_b = \frac{C \times V}{m}$$ where \(E_b\) is the energy density in Wh/kg, \(C\) is the capacity in Ah, \(V\) is the voltage, and \(m\) is the mass in kg. For overall vehicle efficiency, the formula $$\eta_v = \frac{P_{out}}{P_{in}} \times 100\%$$ applies, with \(P_{out}\) as useful output power and \(P_{in}\) as input power. In cost models for China EV production, the total cost can be expressed as $$C_{total} = C_{battery} + C_{motor} + C_{electronics} + C_{labor} + C_{R&D}$$ where each component cost depends on technological advancements and scale.
| Dimension | Key Components | Implementation Methods |
|---|---|---|
| Technical | Three-electric systems, AI integration | Modular courses, hands-on labs |
| Ecological | Cross-cultural adaptation, sustainability | Overseas projects, green standards training |
| International | Language skills, global regulations | Bilingual education, Belt and Road initiatives |
The integration of digital tools in electric car education can be modeled using the formula for collaboration efficiency: $$E_c = \frac{N_{tasks}}{T_{total}} \times \log(1 + R_{resources})$$ where \(E_c\) is collaboration efficiency, \(N_{tasks}\) is the number of tasks completed, \(T_{total}\) is total time, and \(R_{resources}\) represents available digital resources. This highlights the importance of optimizing resources for China EV talent development.
| Module Type | Content Focus | Skills Developed |
|---|---|---|
| Core Technical | Battery management, motor control | Diagnostic and repair abilities |
| Interdisciplinary | Data analytics, supply chain mgmt | Problem-solving in real scenarios |
| International | Overseas market laws, cultural norms | Adaptability and communication |
In summary, the electric car industry’s evolution demands a holistic approach to talent cultivation, with China EV initiatives at the forefront. By leveraging formulas like $$\Delta S = k \ln(W)$$ for entropy changes in system efficiency and tables to outline frameworks, we can systematically enhance composite talent capabilities. The future of electric car development relies on continuous innovation in education, ensuring that graduates are equipped to drive global advancements in this dynamic field.