Preamble

Research on Challenges, Paths, and Strategies for Empowering Digital Vocational Education Textbooks through Digital Intelligence
The Open University of China Press, Beijing 100039

Abstract

[Objective] With the advent of the integrated media era, this study explores the paths and strategies for empowering the development of digital vocational education textbooks through high technologies such as artificial intelligence, big data, and cloud computing, aiming to further advance the construction of digital textbooks in vocational education. [Method] This paper proposes pathways and strategies for leveraging digitalization to develop vocational education textbooks through a detailed analysis of the challenges and difficulties faced in digital textbook construction within the integrated media context. [Result] As a crucial component of national development strategy, vocational education faces an urgent need for transformation and upgrading. Against the backdrop of integrated media, digital textbook construction has become a key link in enhancing vocational education quality and promoting the integration of industry and education. [Conclusion] Under the integrated media context, empowering digital vocational education textbook construction through digital intelligence technologies can significantly improve teaching quality and efficiency, thereby advancing the modernization of vocational education.

Keywords: Integrated Media; Digital Intelligence; Vocational Education; Digital Textbooks; Dynamic Updates
CLC Number: G201
Document Code: A
Article ID: 1671-0134(2025)03-99-05
DOI: 10.19483/j.cnki.11-4653/n.2025.03.021
Citation Format: Wu Hongmin. Research on Challenges, Paths, and Strategies for Empowering Digital Vocational Education Textbooks through Digital Intelligence [J]. China Media Technology, 2025, 32(3): 99-103.

In recent years, the state and the Ministry of Education have attached great importance to the development of vocational education and the digital transformation of education, issuing a series of policy documents to vigorously promote the construction of digital vocational education textbooks. The "Implementation Plan for the Construction of 14th Five-Year Plan Vocational Education Textbooks" issued by the Ministry of Education in 2021 explicitly proposed to "promote the construction of supporting resources and digital textbooks, explore the digital transformation of paper textbooks, and develop more digital textbooks that are audible, visual, practical, and interactive" [1]. Jointly issued documents such as the "Implementation Opinions on Promoting High-Quality Development of Modern Vocational Education" and the "Opinions on Strengthening the Construction of High-Skilled Talent Teams in the New Era" by the General Office of the CPC Central Committee and the State Council have also emphasized the importance of vocational education textbook construction and put forward requirements for digital textbook development, further advancing the process of digital vocational education textbook construction [2].

As an emerging form of teaching resources, digital vocational education textbooks have attracted widespread attention in recent years. On the one hand, digital textbooks, with their rich media characteristics and interactivity, can enrich teaching content and improve teaching effectiveness. On the other hand, digital textbooks can also promote interaction and communication between teachers and students, meeting students' needs for personalized learning [3]. However, existing research also points out that digital vocational education textbooks face challenges in development processes, including technical barriers, content quality, and copyright protection [4].

1. Background and Opportunities

1.1 Information Technology Applications Enable Textbook Digitalization

In the information age, students' learning methods and needs have changed significantly. They tend to prefer digital learning resources, hoping to access learning content anytime and anywhere for self-directed and interactive learning. Digital vocational education textbooks can meet these needs by providing students with more convenient and efficient learning methods. The characteristics of vocational education determine that its textbooks must emphasize practical teaching and skill development. Through simulation training and case analysis, digital textbooks can provide students with more authentic learning scenarios, helping them better master professional skills and improve their employment competitiveness.

In the future, digital vocational education textbooks will place greater emphasis on personalized learning and intelligent assessment. Personalized learning will provide customized textbook content and learning paths based on students' interests, abilities, and learning needs, while intelligent assessment will achieve real-time and accurate evaluation of student learning outcomes through data analysis and machine learning technologies, providing teachers with more scientific and effective teaching evidence.

1.2 Artificial Intelligence Accelerates Digital Textbook Implementation

With the rapid development of high technologies such as artificial intelligence, big data, and cloud computing, digital technologies have gradually matured, providing strong technical support for digital vocational education textbook construction [5]. These technologies have not only changed the teaching models of vocational education teachers but also expanded the ways and channels through which students receive knowledge [6]. For example, virtual reality and augmented reality technologies can provide students with more vivid and intuitive learning experiences, while big data technology enables the collection and analysis of student learning data to provide a basis for personalized teaching.

Artificial intelligence can provide intelligent support for digital vocational education textbooks through data analysis and natural language processing. For instance, AI can recommend personalized learning paths and textbook resources based on students' learning behaviors and achievements. Simultaneously, it can enable intelligent assessment of textbooks, providing teachers with more accurate and comprehensive feedback on student learning.

1.3 Integrated Media Technology Solves Digital Textbook Presentation Challenges

Integrated media technology enables the organic fusion of multiple media forms, providing more possibilities for content presentation and dissemination of digital vocational education textbooks. The comprehensive application of various media elements such as text, images, audio, and video can make textbook content richer and more vivid, enhancing students' learning interest and effectiveness. Integrated media technology has become a key force in promoting digital vocational education textbook construction, significantly improving textbook quality and teaching effectiveness.

Integrated media can organically integrate multiple media forms such as text, images, audio, and video, providing richer and more vivid content presentation for digital vocational education textbooks. In the future, integrated media technology will further deepen its application in digital vocational education textbooks, achieving multimedia, interactive, and personalized textbook content, thereby enhancing student learning experiences and outcomes.

The rapid development of integrated media technology has brought profound changes to the education sector. With its multimedia, cross-platform, and highly interactive characteristics, integrated media provides broad space for the dissemination of educational resources and innovation in teaching models. Research indicates that integrated media technology can break the temporal and spatial limitations of traditional education, achieving sharing and optimal allocation of teaching resources [7]. However, current research on how integrated media can specifically empower digital vocational education textbook construction remains insufficient and requires further in-depth exploration.

2. Key Concepts

2.1 Integrated Media

Integrated media is a new media form that fully utilizes media carriers to comprehensively integrate different media such as broadcast, television, and newspaper—which share common ground yet complement each other—in terms of human resources, content, and publicity [8]. It aims to achieve "resource integration, content compatibility, mutual publicity integration, and shared benefits" through multiple communication channels and platforms to meet diverse audience information needs. It has the following characteristics:

Multimedia: Integrated media can comprehensively present content using various forms such as text, images, audio, and video, providing audiences with richer and more three-dimensional information experiences. This multimedia feature enhances audience understanding and memory of content, improving communication effectiveness.

Cross-platform: Integrated media content is not limited to a single platform but achieves comprehensive coverage through multiple platforms and channels such as websites, WeChat, Weibo, and apps to meet different audience needs.

Interactivity: Integrated media has strong interactivity and participation. Audiences can actively participate in content creation and dissemination through interactive methods such as commenting, liking, and sharing, forming closer communication relationships with media.

Immediacy: Integrated media has the capability for immediate collection and immediate publication of reports, enabling rapid response to audience needs and providing the freshest and most timely information.

Integrated media, through its multimedia, cross-platform, and interactive features, aligns highly with the practical and vocational characteristics of vocational education. On the one hand, integrated media can comprehensively utilize various media forms to visually display vocational skills and operational processes, improving students' practical abilities and professional literacy. On the other hand, through cross-platform dissemination and interactive feedback mechanisms, integrated media enables students to access learning resources anytime and anywhere, achieving personalized and autonomous learning.

2.2 Digital Textbooks

Digital vocational education textbooks refer to new types of textbooks that utilize digital technology to transform traditional paper textbook content into digital form and incorporate various media elements such as audio, video, animation, and virtual operation platforms [9]. They can not only reconstruct the teaching system but also provide richer and more vivid learning resources and environments.

Rich Media: Digital vocational education textbooks contain rich multimedia resources such as images, audio, video, and animation, combining theoretical cognition with practical training in content. They can visually display teaching content and stimulate students' learning interest.

Interactivity: Digital textbooks have appropriate interactive functions, using information and intelligent technologies to achieve immersive teaching and meet the needs of teaching, assessment, and management, such as online testing, simulation operations, and interactive Q&A, satisfying students' needs for autonomous and inquiry-based learning.

Benchmarking: Textbook content closely aligns with professional standards and job requirements, focusing on cultivating students' professional literacy and practical abilities.

Vocational Orientation: Digital vocational education textbooks highlight vocational education characteristics, using real production projects and typical work tasks as carriers to help students master practical operational techniques and problem-solving abilities.

Process-oriented: Digital textbooks can record students' learning processes and outcomes, providing personalized learning feedback for teachers and students.

2.3 Digital Intelligence

Digital intelligence refers to the full utilization of new technologies such as big data, artificial intelligence, and cloud computing to upgrade and transform traditional businesses, achieving digital and intelligent transformation and development.

Technological innovation drives digital intelligence development. With the rapid development, updating, and application of new-generation information technologies such as cloud computing, big data, Internet of Things, artificial intelligence, and blockchain, the construction of digital vocational education textbooks needs to keep pace with the times, stimulate the infinite potential of data elements, and enhance construction capabilities [10]. It is essential to fully utilize new-generation information technologies to empower textbook digitalization, optimize, innovate, and reconstruct vocational textbooks, organically integrate human wisdom with big data, continuously increase the quantity and quality of data, enhance the effectiveness of big data, and form a new ecosystem.

3. Difficulties and Challenges

With continuous technological advancement, how to effectively empower digital vocational education textbook construction has become a research hotspot. Technology empowerment is reflected not only in the development process of digital textbooks but also throughout their application and evaluation. For example, emerging technologies such as artificial intelligence and big data can provide intelligent support for digital textbooks, enabling personalized recommendation of teaching content and precise evaluation of learning effectiveness [11]. However, current research on how technology can specifically empower digital vocational education textbook construction remains insufficient, particularly regarding how to integrate integrated media resources and leverage technological advantages under the integrated media background. Although domestic and international research on integrated media education and digital vocational education textbooks has achieved certain results, several shortcomings remain. First, existing research mostly focuses on theoretical discussions and technical introductions, lacking in-depth practical case analysis and effectiveness evaluation. Second, research on how integrated media can specifically empower digital vocational education textbook construction is still weak and requires further strengthened interdisciplinary and cross-field collaborative research. Deeper research and practice are needed in areas such as the effective integration and utilization of integrated media resources, specific paths and strategies for technology-enabled digital vocational education textbooks, and evaluation and feedback mechanisms for digital textbook application effectiveness.

3.1 Technical Barriers and Cost Issues

The construction of integrated media digital textbooks requires high-level technical support, including multimedia production, interactive design, and dynamic updates. This poses a considerable challenge for many vocational education institutions, as they may lack the necessary technical talent and resources. Meanwhile, the development and maintenance of digital textbooks also require certain financial investment, which burdens some vocational education institutions with limited funds.

3.2 Content Quality and Copyright Issues

The content quality of digital textbooks directly affects student learning outcomes. However, due to the relatively low production threshold for digital textbooks, the market contains a large number of textbooks with varying quality. Additionally, copyright issues represent an important challenge in digital textbook construction. How to ensure the legality and originality of textbook content and avoid infringement and piracy is a problem that digital textbook developers need to address.

3.3 Teacher and Student Acceptance and Adaptability Issues

Despite the many advantages of digital textbooks, teacher and student acceptance and adaptability remain a challenge. Some teachers may be accustomed to traditional paper textbooks and hold reservations about digital textbooks. Students may lack necessary digital skills, have not developed good habits of autonomous and active learning, and cannot effectively utilize digital textbooks [12].

3.4 Integration of Ideological-Political Elements and Ideological Management Issues

Vocational education not only imparts professional skills but also bears the important task of cultivating students' ideological-political qualities and professional ethics. However, in digital textbook construction, how to effectively integrate ideological-political elements and strengthen ideological management is a problem that needs to be solved. This requires textbook developers to possess not only professional technical knowledge but also profound ideological-political literacy and ideological management capabilities.

4. Paths and Strategies

4.1 Strengthen Policy Guidance and Support

First, government policy guidance and project funding support. The government should increase investment in digital vocational education textbook construction through quality engineering project approvals, providing necessary funding and policy support. Simultaneously, a sound regulatory mechanism should be established to ensure the quality and security of digital textbooks. Additionally, the government should actively guide and encourage enterprises to participate in the construction and operation of digital vocational education textbooks, promoting the development of industry-education integration. Government and education departments should increase technical research and development support for integrated media and digital textbook construction, promoting innovation and application of relevant technologies. Meanwhile, extensive technical application training should be conducted to help vocational education institutions master digital textbook production and management technologies, reducing technical barriers and costs.

Second, school-level coordinated planning and development team formation. Schools should actively respond to government calls to accelerate the construction and application of digital vocational education textbooks. Specifically, schools can establish specialized digital textbook development and construction teams responsible for textbook design, production, and updating. Simultaneously, they should strengthen the cultivation of teachers' digital teaching capabilities to enhance their ability to use digital textbooks for classroom instruction. To help teachers better adapt to and utilize digital textbooks, diversified teacher training should be conducted, including digital skills training, teaching method innovation, and ideological-political literacy enhancement. Through training, teachers' digital teaching capabilities can be improved, enabling them to better utilize digital textbooks for classroom teaching and student learning guidance.

Third, active enterprise participation and initiative. Enterprises should fully leverage their advantages in technology and market aspects to actively participate in the construction and operation of digital vocational education textbooks. Enterprises can collaborate with schools to jointly develop high-quality digital textbooks that meet market demands. Additionally, they can support schools in achieving digital teaching transformation and upgrading by providing technical support and services.

4.2 Fully Utilize Digital Intelligence Technology Empowerment

Under the integrated media background, actively adapting to new talent cultivation requirements driven by industrial transformation and upgrading, and efficiently applying digital intelligence technology to empower digital vocational education textbook construction have become important pathways to enhance vocational education teaching quality and efficiency.

First, content digitalization. Content digitalization is the foundation of digital vocational education textbook construction. Using computer network technology and digital means to transform traditional paper textbook content into digital form not only enables long-term preservation and rapid dissemination but also makes textbook content more easily retrievable and usable through search engines, databases, and other technical means. During the content digitalization process, attention should be paid to the structural processing of textbook content, subdividing and annotating knowledge points to facilitate subsequent multimedia integration and interactive design. Simultaneously, digital copyright protection issues must be considered to ensure the legal use of textbook content.

Second, multimedia integration. Multimedia integration is key to enhancing the appeal of digital textbooks. By incorporating multimedia elements such as audio, video, and animation, textbook presentation forms can be enriched, making abstract and complex knowledge intuitive and understandable. For example, in mechanical engineering textbooks, 3D animations can display mechanical component structures and working principles; in culinary textbooks, videos can demonstrate dish preparation processes. Multimedia integration requires close integration of media elements with textbook content, avoiding excessive or inappropriate use of media elements that may distract students. Additionally, the quality and playback smoothness of media elements must be considered to provide a good user experience.

Third, interactive design. Interactive design is an important means to achieve immediate interaction between students and learning content. By developing interactive textbooks, students can be guided to actively participate in the learning process, improving learning initiative and enthusiasm. For example, interactive Q&A, simulation experiments, and virtual operation sessions can be set up in textbooks to enable students to learn knowledge and master skills through practice. Interactive design requires reasonable setup and effective guidance of interactive sessions, avoiding overly complex or irrelevant interactions that may affect learning effectiveness. Additionally, the collection and analysis of interaction data must be considered to help teachers understand student learning situations and provide targeted teaching guidance.

Fourth, dynamic updating. Dynamic updating is key to maintaining the timeliness of digital textbooks. Using digital platforms, textbook content can be quickly updated and iterated to promptly reflect the latest industry developments and technological advances. For example, IT major textbooks can be regularly updated with the latest programming languages and technical frameworks; marketing major textbooks can incorporate the latest market trends and marketing strategy cases. Dynamic updating requires balancing update frequency and quality, avoiding overly frequent updates that may burden students or overly delayed updates that cause textbook content to become disconnected from reality. Additionally, review and quality control of updated content must be considered to ensure accuracy and authority.

4.3 Establish Strict Content Review and Copyright Protection Mechanisms

To ensure the content quality and copyright legality of digital textbooks, a strict content review mechanism should be established. This includes reviewing the scientificity, accuracy, and timeliness of textbook content to ensure high quality. Simultaneously, a copyright protection mechanism should be established for digital textbook copyright registration and management to combat infringement and piracy.

4.3.1 Integrate Ideological-Political Elements and Strengthen Ideological Management

In digital textbook construction, attention should be paid to integrating ideological-political elements and strengthening ideological management. This can be achieved by adding ideological-political course content and setting up specialized ideological-political modules in textbooks. Simultaneously, ideological-political review and ideological management of digital textbooks should be strengthened to ensure correctness and proper orientation. By integrating ideological-political elements and strengthening ideological management, high-quality skilled talents can be cultivated who possess proficient professional practical skills, craftsmanship spirit, and excellent ideological qualities and professional ethics.

4.3.2 Comply with Publishing Standards and Ensure High-Quality, Meticulous Textbooks

Textbook publishing should strictly follow national publishing standards, from cover design to table of contents arrangement, content formatting, and reference citation, all requiring rigor and meticulousness. Attention should be paid to editorial quality, ensuring fluent language, clear charts, and accurate data to enhance overall textbook quality. Additionally, copyright issues must be addressed, respecting others' intellectual property rights and avoiding any infringement.

4.3.3 Strictly Review Content to Ensure Scientific, Systematic, and Applicable Quality

During textbook publishing, it is essential to thoroughly study and closely align with national, provincial, and institutional spirit and key points to ensure textbook content meets new requirements and standards for vocational education in the new era. Attention should be paid to the synergy between theoretical knowledge and technical skills, the practical application of knowledge and technology, and the integration and innovation of theory and skills to comprehensively reflect new achievements in modern science, technology, and economic-social development. Professional course digital textbooks must closely align with new demands of industrial transformation and upgrading, new directions of future technological development, and promptly update new technologies, standards, processes, and specifications adopted in frontline production, clarifying construction methods and paths for digital textbooks [13].

Currently, when compiling professional textbooks for vocational colleges, it is necessary to deeply analyze competency requirements, align with professional teaching, professional standards, 1+X vocational skill levels, and National Vocational College Skills Competition requirements, establish dynamic revision mechanisms, and achieve integration of positions, courses, certificates, and competitions.

4.4 Innovate Textbook Forms and Strengthen International Exchange

4.4.1 Conduct In-Depth Market Research to Meet Teacher and Student Needs and Preferences

Before textbook publication, extensive and in-depth market research must be conducted to comprehensively understand the actual needs and preferences of vocational college teachers and students for digital textbooks. Based on research results, textbook content and form should be flexibly adjusted to ensure textbooks meet both teaching requirements and market demands, improving relevance and competitiveness. Additionally, attention should be paid to textbook marketing and promotion to expand their visibility and influence.

4.4.2 Keep Pace with Technology Trends and Optimize Textbook Content and Form

Textbook publishing should keep pace with information technology trends, actively introducing new technologies and tools to optimize textbook content and form. For example, exploring the application of VR/AR technology in vocational education to provide students with immersive learning experiences. Simultaneously, using big data, artificial intelligence, and other technical means to achieve personalization and intelligence of textbook content. Additionally, attention should be paid to innovation in textbook forms, organically combining paper textbooks, digital courses, QR codes, etc., to form integrated textbooks that meet students' diverse learning needs.

4.4.3 Strengthen International Cooperation and Exchange

In promoting digital vocational education textbook construction, attention should also be paid to strengthening international cooperation and exchange. Through cooperation with advanced international institutions and enterprises, introducing foreign advanced integrated media technology and artificial intelligence technologies can jointly promote the rapid development of vocational education digitalization. Simultaneously, through international exchange and cooperation, sharing experiences and joint research and development can enhance the international competitiveness of China's digital vocational education textbooks.

References

[1] Xu Ye. Exploration on the Connotation, Problems, and Paths of Digital Textbook Construction in Vocational Education [J]. Chinese Vocational and Technical Education, 2024(20): 12-18.
[2] Lu Changchun. Connotation Analysis and Construction Strategies of Teaching Innovation Team Building in Vocational Colleges [J]. Contemporary Vocational Education, 2022(2): 88-95.
[3] Shi Shuai. Discussion on University Textbook Construction in the New Era of Integrated Media [J]. China Publishing, 2022(7): 42-45.
[4] Feng Chaojun, Xiong Yanqian. Research on the Development and Construction Mechanism of Digital Textbooks in Higher Vocational Education in the New Era [J]. Chinese Vocational and Technical Education, 2024(14): 80-85, 95.
[5] Zhao Yuling. Research on the Application of Short Videos in News Reporting in the Integrated Media Era [J]. News Research Guide, 2024(14): 104-107.
[6] Li Guangliang. Practice and Reflection on the Development of Digital Textbooks for Vocational Education [J]. Chinese Editors, 2023(8): 55-60.
[7] Dou Sijia. Reflections on Textbook Editing Work in Vocational Colleges under Integrated Media Business Forms [J]. China National Exhibition, 2023(2): 8-11.
[8] Li Guangliang. Practice and Reflection on the Development of Digital Textbooks for Vocational Education [J]. Chinese Editors, 2023(8): 55-60.
[9] Feng Chaojun, Xiong Yanqian. Research on the Development and Construction Mechanism of Digital Textbooks in Higher Vocational Education in the New Era [J]. Chinese Vocational and Technical Education, 2024(14): 80-85, 95.
[10] Xiang Aibing. Promoting High-Quality Development of China's Infrastructure [J]. Macroeconomic Management, 2020(8): 13-20.
[11] Yang Xinbin, Cao Jie, Wang Ying, et al. Digital Textbook Construction: A New Trend in Digital Transformation of Vocational Education [J]. China Education Informationization, 2022(11): 12-18.
[12] Zhang Yanan. Development and Application of Digital Textbooks in Educational Digital Transformation: Opportunities, Challenges, and Practical Exploration [J]. Chinese Vocational and Technical Education, 2024(20): 12-18.
[13] He Jing, Long Po. Exploration and Practice of "WeChat Mini Program" Curriculum Reform Based on BOPPPS Model from the Perspective of "Double High" [J]. Science & Technology Information, 2022(16): 156-159, 178.
[14] Wang Bing, Han Xiao. Research on the Development and Utilization of Red Archive Resources in the Integrated Media Era [J]. Journal of Liaoning Institute of Socialism, 2023(4): 110-114.
[15] Pang Weihong. How to Enhance the Communication Power of University External Publicity in the Integrated Media Era [J]. Press Outpost, 2022(14): 75-76.
[16] Liu Fuxing, Cao Yuxin. Building a High-Quality Textbook System with Chinese Characteristics for the New Era [J]. China Higher Education, 2022(Z3): 24-26.
[17] Wang Bing, Han Xiao. Research on the Development and Utilization of Red Archive Resources in the Integrated Media Era [J]. Journal of Liaoning Institute of Socialism, 2023(4): 110-114.
[18] Shao Ying. Research on the Path of Integrating Curriculum Ideology and Politics into University Sports Digital Textbooks—Taking Table Tennis Courses as an Example [J]. Contemporary Sports Technology, 2024(21): 12-18.

This study deeply explores the practice and reflections on empowering digital vocational education textbook construction through digital intelligence in the integrated media context. Through detailed analysis of challenges including technical barriers and costs, content quality and copyright, teacher and student acceptance and adaptability, and the integration of ideological-political elements and ideological management, a series of effective countermeasures and suggestions are proposed, such as strengthening technology research and application training, establishing strict content review and copyright protection mechanisms, conducting diversified teacher training, and integrating ideological-political elements while strengthening ideological management. Practical research shows that integrated media plus digital intelligence technology empowering digital vocational education textbook construction can significantly improve teaching quality and efficiency, advancing the modernization of vocational education.

Author Bio: Wu Hongmin (1987—), female, from Heilongjiang, holds a bachelor's degree in English education, intermediate professional title. Research focuses on vocational education and open university education publishing and communication studies.

(Responsible Editor: Li Yansong)