Research on the Optimization Pathways of Practical Teaching Models for Vocational College Accounting Teachers Under the Guidance of Industry-Education Integration

Abstract

Vocational education at its core is geared towards the acquisition of practical skills, and of its disciplines, accounting is most outstanding in its stress on applied learning. It follows, then, that there is a compelling need for embedding theory and practice in the education of accountants effectively. Unfortunately, the pragmatic teaching landscape presents several challenges: lack of congruence between curriculum formulation and industry expectations, lack of creativity in pedagogies, and lack of exposure to real practices among teachers. All these lead to serious shortcomings in students’ job preparedness and practical skills. As industrial digitalization and intelligent finance continue their developmental trajectories, integration of industry and education has become a major catalyst for educational transformation. By cooperating with enterprises and sharing resources, pragmatic teaching can bring real business processes and advanced technological instruments into the learning environment and upgrade teachers’ pragmatic teaching ability at the same time. It is against this background that this study explores the optimization of pragmatic teaching models of vocational college accountants under the guidance of enterprise-education integration. It seeks, through its findings, to correct existing inadequacies in teaching and provide both conceptual insights and pragmatic plans for enhanced development of talents in response to the burgeoning and evolving digital economy.