Needs, Challenges, and Pathways to Solutions for Introductory Courses in Vocational Education: A Case Study of Introduction to Virtual Reality Applications

Abstract

Introductory courses in vocational education play a foundational role in orienting first-year students to their chosen major and initiating their professional formation. Such courses help newcomers establish a cognitive map of the discipline, plan learning pathways, and cultivate identification with the profession, while also serving as a vehicle for integrating ideological-political education. In practice, however, many programs face persistent challenges in textbook development, faculty capacity, curriculum content, and alignment with industry standards, which limit the effectiveness of these courses. With the rollout of national policies such as the Implementation Plan for National Vocational Education Reform, the urgency of strengthening the construction of introductory courses has become increasingly evident. Using the textbook Introduction to Virtual Reality Applications: Cognition, Skills, and Career as a core case, this paper analyzes innovative practices in writing philosophy, course design, school-enterprise collaboration, resource integration, ideological-political infusion, and practical outcomes. Building on this analysis, the paper proposes strategies for reforming introductory courses and building coherent textbook systems in vocational education so as to improve course quality and better support students’ professional development.