Vocational training is pivotal in preparing individuals for the workforce, yet there is a notable gap in integrating innovative pedagogical approaches, such as semantic analysis, into vocational education. This study aims to investigate the strategies, challenges, and outcomes associated with incorporating semantic analysis into vocational training in Hebei. Specifically, it seeks to explore the current state of vocational training, identify the gap in the application of semantic analysis, and assess the feasibility and effectiveness of integrating semantic analysis tools and techniques into vocational education. The study employs a qualitative research design, conducting semi-structured interviews with local normal college students in Hebei. Total 25 interviews conducted, with data saturation guiding the sampling process. Thematic analysis was utilised to analyse the interview data, enabling the identification of key themes and patterns related to the integration of semantic analysis into vocational training. The findings reveal both significant opportunities and challenges associated with the integration of semantic analysis into vocational training. Educators acknowledge the potential benefits of semantic analysis for enhancing student-learning outcomes; however, they encounter barriers such as technological limitations and resistance to change. Despite these challenges, the study underscores the importance of linguistic skills development and highlights the potential of semantic analysis to improve vocational education in Hebei. This study contributes to the literature on vocational education and semantic analysis by providing empirical evidence on the integration of semantic analysis into vocational training in Hebei. The findings have implications for educational practice, policy, and research, emphasizing the importance of linguistic skills development and the potential advantages of adopting innovative pedagogical approaches in vocational education. © 2024 EJAL & the Authors.
Author Keywords
Index Keywords
