The Internationalization of Vocational Education
An Integrated Model Based on Cultural Cognition and Open Innovation
Abstract
This paper explores the internationalization of vocational education from a multidimensional
perspective integrating cultural cognition, philosophical values, and open innovation theory. Against
the backdrop of global industrial transformation and increasing skills mismatch, the study argues that
the development of vocational education is not merely a technical or institutional issue, but is
fundamentally shaped by cultural cognition and value systems.
Through comparative case analysis of Germany and selected Asian countries, the research identifies
three structural challenges: the disconnection between education and industry, the mismatch
between skill training and job requirements, and the misalignment between social perception and
educational choices. Based on these findings, the paper proposes an integrated analytical model of
“philosophy–education–innovation–globalization,” emphasizing that cultural cognition serves as the
foundational driver of system effectiveness and internationalization outcomes.
The study further argues that the essence of vocational education internationalization lies in the
export of value systems and competency standards rather than simple labor or skill transfer. Finally,
it outlines strategic pathways for transformation, including teaching, organizational, evaluation, and
cultural reforms, aiming to promote a shift from superficial internationalization to sustainable, value
driven global engagement.
References
Billett, S. (2011). Vocational education: Purposes, traditions and prospects. Springer.
Chesbrough, H. W. (2003). Business School Press. Open innovation: The new imperative for creating and profiting from technology. Harvard
Deissinger, T. (2015). The German dual vocational education and training system as ‘good practice’? Local Economy,
(5), 557–567. https://doi.org/10.1177/026909421558931132
International Labour Organization (ILO). (2020). Skills for a greener future: A global view. ILO.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Marginson, S. (2016). The worldwide trend to high participation higher education: Dynamics of social stratification in
inclusive systems. Higher Education, 72(4), 413–434. https://doi.org/10.1007/s10734-016-0016-x
Organisation for Economic Co-operation and Development (OECD). (2010). Learning for jobs. OECD Publishing.
https://doi.org/10.1787/9789264087460-en
Organisation for Economic Co-operation and Development (OECD). (2018). The future of education and skills:
Education 2030. OECD Publishing.
Rauner, F., & Maclean, R. (Eds.). (2008). Handbook of technical and vocational education and training research.
Springer.
Wheelahan, L. (2015). Not just skills: What a focus on knowledge means for vocational education. Journal of
Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942
Yin, R. K. (2018). Case study research and applications: Design and methods. Sage.
Full-text and current issue available at ESG Frontier: https://so17.tci-thaijo.org/index.php/ESGF/about/index
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 ESG Frontier
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles in this journal are copyrighted by the x may be read and used for academic purposes, such as teaching, research, or citation, with proper credit given to the author and the journal.use or modification of the articles is prohibited without permission.
statements expressed in the articles are solely the opinions of the authors.
authors are fully responsible for the content and accuracy of their articles.
other reuse or republication requires permission from the journal."
