Work Empowerment and Career Adaptability Competencies in Dual Teachers: A Systematic Review
Keywords:
Dual teachers, career adaptability, work empowerment, professional development, institutional support, Shaanxi Province, academic-industry integrationAbstract
Dual teachers in applied universities play a pivotal role in bridging academic instruction with industry practices, yet they face unique challenges balancing these dual responsibilities. This systematic review explores factors influencing career adaptability among dual teachers, focusing on the moderating role of work empowerment. Career adaptability—defined by dimensions of concern, control, curiosity, and confidence—is crucial for navigating transitions and meeting evolving educational and industry demands. Key determinants include personal traits such as self-efficacy and resilience, professional development opportunities, institutional support, workload management, and access to resources. Empowerment, encompassing structural and psychological support, emerges as a critical enabler, enhancing adaptability by providing autonomy, resources, and motivation. Challenges persist, particularly in under-resourced regions like Shaanxi Province, China, where limited professional development and institutional support hinder adaptability. By synthesizing findings from 532 studies, this review highlights actionable strategies to enhance adaptability, including tailored professional development, equitable resource distribution, and empowerment frameworks. These insights aim to guide policymakers and educators in improving dual teachers' effectiveness, ultimately advancing educational quality and socioeconomic impact.
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