Engineering innovation ability (EIA) is increasingly recognized as a vital skill set for students in higher vocational education, particularly in the context of Henan, China’s rapidly developing industrial landscape where over 150 institutions cater to more than 400,000 students annually. This review utilized content and narrative analysis to synthesize qualitative data from over 50 studies, investigating the social and environmental factors that influence the EIA of higher vocational students, addressing a gap in the literature by examining how educational strategies such as theoretical and practical teaching methodologies, internships and school-enterprise cooperations impact students’ innovation capabilities within social and teaching environments. This review revealed that theoretical teaching methodologies (TTM) provide essential foundational knowledge, while practical teaching methodologies (PTM) enhance problem-solving and hands-on skills through real-world applications. Internships (INT) emerged as a critical platform for bridging theoretical concepts with industry practices, fostering adaptability and practical innovation. School-enterprise cooperations (SEC) were found to support collaborative learning and align vocational training with industry needs, enhancing students’ readiness for employment and innovation. Innovation platforms were identified as a significant moderating factor, integrating industry challenges into education to amplify the effectiveness of teaching methodologies and collaborations. The findings also highlighted the limited use of data visualization in existing studies and the need for more comprehensive approaches to presenting qualitative insights, contributing to the growing discourse on engineering innovation and emphasize the importance of considering social dynamics and the teaching environment in fostering innovative talent in the region’s vocational institutions. © 2024 by author(s).
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