Evaluating core competency frameworks for general education curriculum in China’s TVET: A systematic review of competency indicators and their implications

This study evaluates core competency frameworks in China’s Technical and Vocational Education and Training (TVET) system, focusing on key competency indicators across cognitive, technical, socio-emotional, and entrepreneurial domains. It examines their alignment with industry demands, emphasizing the need for competency-based education to modernize China’s TVET system. Method: A systematic review approach was adopted, following PRISMA 2020 guidelines for study selection and inclusion. Relevant studies were sourced from CNKI, Web of Science, Scopus, Google Scholar, and ERIC using predefined search terms. Studies published in the last ten years focusing on China’s TVET competency frameworks were included, yielding 26 selected studies. A comparative framework analysis was conducted to examine China’s competency models regarding ASEAN, OECD, and UNESCO frameworks. The study identified four primary competency domains essential for TVET graduates: cognitive, technical, socio-emotional, and entrepreneurial competencies. Findings highlight an increasing emphasis on digital literacy, interdisciplinary skills, and industry relevance. The study underscores the importance of modernizing China’s TVET system through competency-based education. It suggests curriculum reforms, enhanced digital training, and stronger industry-education collaboration to bridge competency gaps and improve graduates’ employability in a rapidly evolving economic landscape.