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Drawing on a core-soul research approach, the study surveys 388 learners and applies ANOVA and Kano models to prioritize interactive learning need factors. Results show five demand factors are key drivers, with both satisfaction enhancement and dissatisfaction elimination effects significant. A hierarchy of “core-strategic-implicit” is proposed, alongside an actionable framework for needs identification, model validation, and priority derivation, supporting resource allocation and curriculum design.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-on-interactive-learning-needs-and-vocational-education-development-for-wuliangye-in-the-context-of-industry-education-integration/582319/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-on-interactive-learning-needs-and-vocational-education-development-for-wuliangye-in-the-context-of-industry-education-integration/582319.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What analytical framework does the study construct for decision-making?","Question",{"text":112,"@type":113},"It constructs a framework comprising “needs identification, model validation, and priority derivation,” and uses Kano attributes to propose prioritizing essential core elements while supporting modular curriculum design.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},582319,1792613802,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Research on Interactive Learning Needs and Vocational Education Development for Wuliangye in the Context of Industry-Education  \nIntegration  \nHao Peng 1, Sitthisak Champadaeng 1,* & Kla Sriphet1  \n1Faculty of Fine-Applied Arts and Cultural Science, Mahasarakham University, Thailand  \n*Correspondence: Faculty of Fine-Applied Arts and Cultural Science, Mahasarakham University, Thailand. E-mail: [champadaeng.s@gmail.com](champadaeng.s@gmail.com)  \nReceived: January 19, 2026  \ndoi:10.5430/wje.v16n1p83  \nAccepted: February 26, 2026 Online Published: March 10, 2026  \nURL: [https://doi.org/10.5430/wje.v16n1p83](https://doi.org/10.5430/wje.v16n1p83)  \nAbstract  \nThis 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.  \nKeywords: industry-education integration, Wuliangye Group Co., Ltd., interactive learning, vocational education, practical training development  \n1. Introduction  \nAgainst the backdrop of deepening national strategies for industry-education integration, industrial heritage sites are emerging as pivotal pillars for innovative vocational training bases, serving as vital platforms for informal education. Globally, Germany's Ruhr region has achieved the organic transformation of production spaces into learning spaces through its Industrial Heritage Education Corridor (Berger, 2019) . Japan leverages its “Industrial Culture Education Bases” to promote collaborative development of training curricula between schools and enterprises (Shimahara, 1986) . China actively responds to these international trends by enacting numerous policy guidelines explicitly encouraging the utilization of industrial heritage resources to develop vocational training programs. This aims to bridge the disconnect between traditional classrooms and industrial practice. This underscores the strategic value of industrial heritage in vocational education while integrating informal education bases into the industry-education integration system, providing institutional safeguards for the diversified development of training resources. However, how to effectively transform industrial heritage into informal education training sites remains a critical challenge in current industry-education integration efforts.  \nThe Wuliangye Industrial Heritage Site was successfully included in the second batch ","cbCaivIyp1Rntc4E","https://ap.wps.com/l/cbCaivIyp1Rntc4E","pdf",417147,17,"English","# Introduction\n## Study background and challenges\n## Research aim and framework","[{\"question\":\"What analytical framework does the study construct for decision-making?\",\"answer\":\"It constructs a framework comprising “needs identification, model validation, and priority derivation,” and uses Kano attributes to propose prioritizing essential core elements while supporting modular curriculum design.\"}]","Research on Interactive Learning Needs and Vocational Education Development for Wuliangye in the Context of Industry-Education Integration | PDF",1792043030,43]