Building a “Theoretical and Practical Dual-Qualified” Teacher Team of Sino-Foreign Cooperative Education in Mechanical Engineering: Practical Challenges and Collaborative Development Mechanisms

Abstract

Against the backdrop of intensifying global industrial upgrading and technological competition, the development of a “theoretical and practical dual-qualified” teaching faculty in mechanical engineering Sino-foreign cooperative education programs undertakes the critical mission of cultivating high-level international engineering talent. This holds significant practical importance for both industrial advancement and talent development. Currently, the development of such faculty faces three core bottlenecks: insufficient supply of teacher competencies, outdated practical teaching content, and inadequate industry-education collaboration mechanisms. A systematic reconstruction is proposed across three dimensions: individual teachers, institutional organizations, and industry-institution collaboration, which establishes an individual career pathway based on “technical portfolios,” organizational transformation centered on “teaching innovation teams,” and a practical community characterized by “role integration.” Ultimately, this paper aims to construct a collaborative governance ecosystem involving “government, industry, institutions, and enterprises” in a quadrilateral linkage. This ecosystem, guided by government policies and industry standards, with deep participation from both educational institutions and enterprises, will systematically promote the sustainable cultivation of “Theoretical and practical dual-qualified” teachers and support the high-quality development of mechanical engineering Sino-foreign cooperative education programs.