Vocational Education for Safeguarding and Transmitting Intangible Cultural Heritage: Current Challenges, a Normative Model, and Pathways Forward from a Quadruple Helix Perspective

Yanping Tan; Xuehui Shan

doi:10.47297/wspiedWSP2516-250028.20261007

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Vocational Education for Safeguarding and Transmitting Intangible Cultural Heritage: Current Challenges, a Normative Model, and Pathways Forward from a Quadruple Helix Perspective

Volume 10, Issue 7

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Vocational Education for Safeguarding and Transmitting Intangible Cultural Heritage: Current Challenges, a Normative Model, and Pathways Forward from a Quadruple Helix Perspective
Vocational Education for Safeguarding and Transmitting Intangible Cultural Heritage: Current Challenges, a Normative Model, and Pathways Forward from a Quadruple Helix Perspective
Guilin Institute of Information Technology, Guilin, Guangxi, 541004, China
Vol. 10, Issue 7, Pages: 126-131(2026)
Online First：28 August 2026，

Published：30 July 2026
DOI：10.47297/wspiedWSP2516-250028.20261007
Accepted：

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Tan Yanping,Shan Xuehui.Vocational Education for Safeguarding and Transmitting Intangible Cultural Heritage: Current Challenges, a Normative Model, and Pathways Forward from a Quadruple Helix Perspective[J].Journal of International Education and Development,2026,10(07):126-131.
DOI：

Tan Yanping,Shan Xuehui.Vocational Education for Safeguarding and Transmitting Intangible Cultural Heritage: Current Challenges, a Normative Model, and Pathways Forward from a Quadruple Helix Perspective[J].Journal of International Education and Development,2026,10(07):126-131. DOI： 10.47297/wspiedWSP2516-250028.20261007.

摘要

Abstract

The living transmission of intangible cultural heritage (ICH) depends on collaboration among multiple stakeholders. Quadruple Helix Theory provides an analytical framework for examining vocational education's contribution to ICH transmission. By integrating this framework into the three-stage progression of initiation

implementation

and sustainment

this study develops a stage-based explanatory model of vocational education's contribution to ICH transmission. The findings reveal distinct challenges at each stage. At the initiation stage

policy guidance is disconnected from educational preparation

while enterprises' market insights are not effectively incorporated into curriculum development in vocational institutions. At the implementation stage

the main challenges include a structural mismatch between talent development and industry needs

limited enterprise commitment to education and training

distortions in heritage value realization

and weakened social oversight and cultural dissemination. At the sustainment stage

the main challenges include the absence of a quality assessment system

a two-way disconnect between innovation in vocational institutions and market feedback

and insufficient support for enterprise innovation and upgrading from knowledge innovation in vocational institutions. To address these challenges

this study proposes an institutional platform for Quadruple Helix dialogue at the initiation stage

a deeply integrated Quadruple Helix coordination system at the implementation stage

and a closed-loop ecosystem for Quadruple Helix feedback and optimization at the sustainment stage. Together

these mechanisms form a complete cycle progressing from consensus building to coordinated action and ultimately to system optimization.

关键词

Keywords

references

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