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

Oct 15, 2026

Uploaded by Margaret

This study examines how human capital management (HCM) methods influence the development of teachers' digital competencies in secondary vocational schools in Chongzuo City, China. Using a mixed-methods approach with questionnaires, in-depth interviews, and case analysis, the research evaluates strategic planning, curriculum management, teacher development, and resource allocation in strengthening digital literacy and skills. Results show substantial gaps across HCM dimensions (PNI 1.07–1.26), significant correlations between HCM and digital competency, and priority interventions in performance evaluation/feedback and digital skill development. To address shortcomings, PFSEM is proposed to integrate evaluation, targeted training, guided practice, and reinforcement within locally responsive school management systems.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Introduction to the Problem

Conceptual Foundations of Digital Competency

Human Capital Theory and Organizational Context

Human Capital Management for Improving Teachers’Digital Competency at Secondary Vocational Schools, Chongzuo City, China Na Liang 1, Supot Rattanapun2,*, Alan Robert White3 & Tubagus Darodjad4 1M-ED program, International College, Rajamangala University of Technology Krungthep, Thailand 2International College, Rajamangala University of Technology Krungthep, Bangkok, Thailand *Correspondence: International College, Rajamangala University of Technology Krungthep, Bangkok, Thailand. E-mail: [supot.r@mail.rmutk.ac.th. ORCID:](supot.r@mail.rmutk.ac.th. ORCID:) [https://orcid.org/0009-0004-4513-0455](https://orcid.org/0009-0004-4513-0455) Received: December 6, 2025 doi:10.5430/wje.v16n1p31 Accepted: January 13, 2026 Online Published: March 9, 2026 URL: [https://doi.org/10.5430/wje.v16n1p31](https://doi.org/10.5430/wje.v16n1p31) 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. Keywords: school management, digital literacy, digital skills, secondary vocational education 1. Introduction 1.1 Introduction to the Problem The rapid growth of the digital economy and digital technology has transformed labor skill requirements, placing unprecedented pressure on vocational education institutions to produce digitally proficient graduates. Secondary vocational schools in China supply skilled labor for regional industrial upgrading, intelligent manufacturing, and digitally integrated services. Education Informatization 2.0 and the Digital China Strategy emphasize teachers' digital competencies as critical to vocational education modernization. The evidence suggests that many secondary vocational schools, particularly those in border and ethnic minority regions, continue to struggle with fragmented implementation, uneven teacher capacity, and limited managerial coordination

FAQs

What is the research focus of the study?

The study focuses on how human capital management (HCM) methods affect the development of teachers’ digital competencies in secondary vocational schools in Chongzuo City, China.

Which HCM components does the study evaluate?

It evaluates strategic planning, curriculum management, teacher development, and resource allocation as key HCM components that help schools improve teachers’ digital literacy and skills.

What gaps and priority areas are identified?

The research identifies substantial gaps between current HCM practices and teacher expectations across all HCM dimensions (PNI 1.07–1.26). Performance evaluation and feedback and digital skill development are highlighted as the most urgent intervention areas (PNI = 1.26).

How does PFSEM help address the identified problems?

PFSEM is proposed as a continuous improvement framework that integrates evaluation, targeted training, guided practice, and reinforcement to enhance both institutional management systems and teachers’ digital skill development.

Oct 15, 2026

Uploaded by Margaret