Abstract

This study examines art teacher competence development in Zhejiang’s higher vocational colleges through a three-phase research and development methodology. First, a thorough literature review and expert validation established four essential competence components: teaching ability, innovation ability, social service ability, and professional ability. Second, a needs assessment among 275 art teachers from five higher vocational colleges revealed a significant gap between current competence levels (medium, x̄ = 3.48) and desired states (highest, x̄ = 4.56), with social service ability identified as the highest priority need (PNI = 0.356). Third, a comprehensive development program based on the 70:20:10 learning model was created and validated by experts, featuring experiential learning (70%), social learning (20%), and formal training (10%) across 145 hours of instruction. The program received highest-level ratings for both suitability (x̄ = 4.70) and feasibility (x̄ = 4.60). This research addresses critical gaps in vocational art teacher development in China and provides a scientifically validated framework applicable to educational institutions seeking to enhance teacher competence through evidence-based methodologies.

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