Abstract

This research examines the professional development needs of physical education teachers in vocational education institutions in the digital age. Using a sequential mixed-methods approach, we identified five core competency domains essential for effective teaching in contemporary vocational contexts. Data from 172 teachers revealed significant gaps between current competency levels and desired standards, particularly in pedagogical expertise and reflective practice. Based on these findings, we developed an integrated development framework that combines experiential learning (70%), social learning (20%), and theoretical training (10%). Expert evaluation confirms the applicability of this development framework across diverse institutional environments, presenting a scalable model for enhancing teacher competencies aligned with digital-age requirements.

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