An Analysis of Production-Education Integration in 
Vocational Education from the Perspective of the 
Third Space Theory

Meng Wei

doi:10.70711/neet.v4i2.8708

An Analysis of Production-Education Integration in Vocational Education from the Perspective of the Third Space Theory

Meng Wei

Abstract

Production-education integration in vocational education serves as the core model for connecting the education chain, talent chain,
industrial chain, and innovation chain. However, it faces practical dilemmas such as school-enterprise dualism, fragmented cognitive systems,
and lack of collaborative mechanisms in practice. Traditional dualistic thinking struggles to break integration barriers, demanding innovative
theoretical perspectives for solutions. This study introduces Homi K. Bhabha's Third Space Theory, analyzes its core characteristics including anti-dualism, hybridity, negotiability and resistance, and dynamism and openness. It explores the construction path of the Third Space for
production-education integration in vocational education from four dimensions: educational philosophy innovation, educational community
building, negotiation guarantee system improvement, and dynamic long-term mechanism formation. The aim is to break the isolation between
schools and enterprises, promote the transformation of production-education integration from superficial cooperation to in-depth symbiosis,
and provide theoretical support and practical guidance for the high-quality development of modern vocational education.

Keywords

Third Space; Homi K. Bhabha; Vocational Education; Production-Education Integration

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References

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DOI: http://dx.doi.org/10.70711/neet.v4i2.8708

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