A Study on the Application of the Dual-System Education Model in the Teaching of New Energy Vehicle Programs

Abstract

With the rapid expansion of the new energy vehicle (NEV) industry, there is a growing shortage of frontline after-sales technicians capable of independently performing “three-electric system” (battery, motor, and electronic control) diagnostics and maintenance, as well as troubleshooting high-voltage faults in complete vehicles. However, many higher vocational institutions still rely on traditional teaching approaches in NEV-related programs. The curriculum is often disconnected from real-world repair practices in service workshops, practical training facilities are insufficient, and school–enterprise cooperation tends to be superficial, all of which directly undermine the quality of talent cultivation. Drawing on the German dual-system model of school–enterprise collaborative training, this study analyzes its advantages in skills-oriented education. Focusing on five key challenges in current teaching practice—curriculum design, practical training, teaching staff, school–enterprise collaboration, and instructional standards—this paper proposes an implementation pathway characterized by work–study alternation, co-teaching by dual-qualified instructors, and the integration of theory with hands-on practice. The study further explores context-sensitive strategies for adapting the dual-system model to the institutional conditions of Chinese higher vocational education. By aligning training with the competency requirements of automotive enterprises and localizing the dual-system approach, the proposed model can increase students' opportunities for independent practical operation, standardize high-voltage safety procedures, and shorten graduates' transition period into the workplace. The findings also provide a feasible reference for reforming NEV practical training in similar institutions.