The Development of Loose-Leaf + Digital Integrated Textbooks in the Digital Age for Higher Vocational Education Within Industry–Education Integration ^†

Abstract

Driven by industry–education integration and digital technology, higher vocational education textbooks are transitioning from traditional formats to an integrated “loose-leaf + digital” model. Combining the flexibility of loose-leaf textbooks with digital technology, these new materials enable real-time updates and align closely with industry practices. We explored the era connotations of integrated textbooks and proposed a development process based on cognitive psychology, interdisciplinary integration, and synergy theory. Continuous optimization through robust evaluation systems and digital platforms is required to provide modernized and informatized vocational education.

1. Introduction

Vocational education textbooks are vital for implementing high-level vocational programs in Chinese schools. They strengthen the construction of vocational education and high-quality development, as they relate directly to the quality of training technical and skilled personnel for various industries. These textbooks play an important role in helping students acquire professional knowledge, gain vocational skills, enhance their professional literacy, and develop professional ethics, which is significant for China’s economic and social development and industrial transformation and upgrading [1]. To seize the development opportunities brought about by the new wave of scientific technology and the industrial revolution, it is necessary to integrate digital technology with vocational education and construct a learning and skills-oriented society. The national government and the Ministry of Education have issued a series of policy documents, requiring the innovation of vocational education textbook formats and leading vocational education nationwide onto a fast track for high-quality development [2].

In 2019, the State Council issued the “National Vocational Education Reform Implementation Plan” [3] to advocate the use of new types of loose-leaf and workbook-style textbooks, complemented by the development of information technology resources, signaling the direction for textbook development in vocational schools in the new era. These policies promote the use of information technology to support the development of new types of loose-leaf and digital textbooks, enhancing the sharing of educational resources and the interactivity of teaching. In this context, “loose-leaf + digital” integrated textbooks have emerged, representing an innovative teaching philosophy, endowing vocational textbooks with new era connotations, and becoming an essential tool in supporting the reforms of vocational education.

2. Characteristics and Value of Loose-Leaf Textbooks and Digital Textbook

2.1. Characteristics and Value of Loose-Leaf Textbooks

Loose-leaf textbooks, as a new form of teaching materials advocated by the state for higher vocational education, possess characteristics such as modularity, structuring, comprehensiveness, flexibility, and customization, focusing on the cultivation of knowledge, skills, and moral abilities. They provide a vocational guidance function, helping students understand positions and professions. The textbooks emphasize vocational practice and practicality, focusing on the cultivation and practical application of vocational skills, aligning with national, professional qualifications, and industry technical standards. At the same time, the content arrangement of loose-leaf textbooks is flexible, allowing for timely adjustments to the content based on industry development, project job requirements, the teaching styles and strategies of different teachers, and the characteristics of students themselves. To achieve the teaching goal of tailored instruction, it is necessary to develop the most focused form of textbook in higher vocational education.

Table 1. Comparison of loose-leaf and traditional paper textbooks.

Feature	Traditional Paper Textbooks	Loose-Leaf Textbooks
Binding Style	Bound as a whole book, not detachable	Chapters are relatively independent, can be combined, detached, and also updated individually
Writing Team	Teachers from multiple schools	Developed in collaboration with teachers from secondary vocational colleges and industry experts, leveraging their respective strengths
Textbook Content	Emphasizes the systematic, complete, and coherent nature of the knowledge system, with a comprehensive knowledge system and rich knowledge points	Based on the integration of “job–course–competition–certificate”, selects typical work tasks according to job requirements for project-based textbook content reconstruction, and cultivates students in job capabilities and vocational skills
Design Concept	Focuses on the knowledge system as the main line, emphasizing the imparting of course content	Student-centered, with projects as the link, tasks as the main line, the work process as the guide, and career guidance functions
Personalized Design	Cannot be personalized	Fully meets the personalized needs of teachers for teaching and of students for learning

shows the advantages and differences of loose-leaf textbooks compared with traditional paper materials in various characteristics.

2.2. Characteristics and Value of Digital Textbooks

Digital textbooks supplement and expand traditional paper-based textbooks, with one of their key features being the ability to integrate various types of multimedia resources. They include high-quality videos, animations, audio, 3D models, and others. Through the digitization of content, form, medium, and interactivity, they provide an intuitive, highly interactive, easy-to-update, and personalized learning resource. Digital textbooks also enable the optimization of layout and design based on user needs, using a variety of fonts and colors, as well as interactive and adaptive technologies to enhance the user experience. Moreover, digital textbooks have low and rapid update costs, have high efficiency in storage and dissemination, can be updated in real time, save resources, and support the optimization of teaching content and methods through data analysis, thereby improving students’ interest and effectiveness in learning.

Table 2. Comparison of digital and traditional paper textbooks.

Feature	Traditional Paper-Based Textbooks	Digital Textbooks
Content Presentation	Primarily static text and images, with difficulty integrating audio and video content and interactive content.	Multimedia integration, including text, images, audio, and video, supporting dynamic presentations and interactive content.
Update and Customization	Long update cycles, low degree of customization.	Quick and convenient content updates, customizable based on user needs.
Layout and Formatting	Fixed layout, limited adjustment space.	Can be flexibly adjusted according to device characteristics and user habits, supporting adaptive layout.
Interactivity	Limited interactivity, mainly one-way information transfer.	Supports user interaction, such as clicking, dragging, and other operations.
Media Optimization	Single medium form, mainly paper, cannot be changed after printing.	Images and videos are optimized for different screen sizes and resolutions.
Personalized Learning	Limited personalized learning resources, mainly relying on teacher guidance and self-study.	Can automatically push personalized learning resources based on students’ learning situation and progress.
Data Analysis	Limited data analysis capabilities, mainly relying on teacher experience and student feedback.	Uses data analysis tools to optimize teaching content and methods.
Technological Application	Limited technological application, mainly traditional teaching methods.	Can apply advanced technologies such as multimedia, virtual reality, augmented reality, artificial intelligence, etc., to provide a rich learning experience.
Cost-Effectiveness	Higher costs for printing, binding, logistics, etc.	Lower dissemination costs, reducing printing and logistics costs.
Environmental Impact	Paper form, consumes paper, has a greater environmental impact.	Electronic form, reduces paper use, environmentally friendly.
Accessibility	Usually requires physical copies, accessibility is limited by the distribution of book resources.	Can be accessed through various electronic devices, improving the accessibility of textbooks.

shows the advantages and differences of digital textbooks compared to traditional paper materials.

3. Advantages of Loose-Leaf + Digital Integrated Textbooks

Loose-leaf textbooks and digital textbooks present advantages and different characteristics. However, in the integration of industry and education in the digital era, their organic integration enhances the role of textbooks in higher vocational education and meets the needs of educational instruction. Digital technology and dual-system education provides new connotations to the integrated textbooks in higher vocational education.

3.1. Multi-Form Organic Construction to Achieve Textbook Form Integration

New textbooks manifest as new loose-leaf (workbook-style) and digital textbooks. The new loose-leaf textbooks emphasize the concept of “loose,” which is reflected in the “dynamic” nature of loose-leaf binding and the “active” content that can be updated, replaced, and reorganized. The “flexible” structure is designed scientifically and innovatively from the “spatial” aspect, transitioning from flat text to three-dimensional resources, and the “spiritual” aspect, promoting moral education from multiple perspectives [4]. Digital textbooks focus on the organic combination of new media and traditional media, using the internet as a basic carrier to integrate the latest industry dynamics, technological developments, and case studies into the curriculum content. The new integrated textbooks, with their loose-leaf design and digital format, enable easy updates and modifications to content, leveraging various information resources. This approach expands students’ knowledge and integrates work and learning tasks, enhancing their overall skills and reflecting the essence of modern vocational education.

3.2. Multi-Dimensional Content Design to Achieve Teaching Content Integration

In the industry–education integration model, the versatility of loose-leaf textbooks, when coupled with the tailored application of digital technology, provides opportunities for the integration of teaching content. The latest textbooks boast modular designs that can be customized to meet teaching needs and student feedback, ensuring that the materials stay up-to-date and pertinent. This flexibility empowers teachers to integrate real-life cases and simulate professional environments, while interactive questions and activities enhance student engagement. Digital technology personalizes learning by providing tailored resources and pathways, catering to a variety of learning preferences and abilities for enhanced efficiency. Integrated textbooks encompass a wide array of content, ranging from certification requirements and ideological elements to new business models, technologies, processes, standards, job knowledge, and vocational skills.

3.3. Multi-Method Teaching Approaches for Integration of Teaching Models

Loose-leaf digital textbooks for higher vocational education integrate multimedia teaching resources, virtual simulation technology, and interactive module design to innovate and merge teaching models. These textbooks provide personalized learning pathways tailored to students’ learning progress and interests and ensure the timeliness and forward-looking nature of teaching content through real-time updates. Situational simulations, case analyses, and collaborative learning in groups inspire students’ interest in learning and enhance their practical skills and teamwork spirit [5]. Additionally, the flexibility of loose-leaf design allows teachers to update and adjust teaching content in response to the latest teaching needs and discipline developments, ensuring that students engage with the most cutting-edge knowledge and skills to prepare them for future careers.

3.4. Multi-Subject Multi-Form Evaluation Feedback for Integration into High-Quality Evaluation Systems

Loose-leaf digital textbooks for higher vocational education implement a high-quality integration of evaluation systems through a multi-entity and format feedback mechanism [6]. This system consolidates diverse evaluation perspectives from industry experts, teaching faculty, students, and publishing units. For assessment, various tools are used such as online tests, assignment reviews, surveys, and project evaluations to assess whether the textbooks cultivate high-skilled talents in ideological education in courses, training objectives, content structure, writing style, the integration of technology, print quality, usage effectiveness, and innovative features [7]. This ensures the immediacy of evaluations. The integration of this evaluation system promotes continuous optimization of the textbooks and enhances teaching effectiveness.

4. Development of Loose-Leaf + Digital Integrated Textbooks

The development of loose-leaf digital integrated textbooks based on industry– education integration is oriented toward vocational competency, utilizing typical work tasks as the medium and placing students at the center. The collaboration between schools and enterprises focuses on jointly developing typical work process loose-leaves, incorporating information technology to create innovative textbooks that meet the demands of the new era. The development process for the new type of integrated textbooks in vocational education is presented in Figure 1.

4.1. Planning for Development

The key to the development of integrated teaching materials for higher vocational education lies in team building, planning, and design. Higher vocational colleges need to cooperate with industry enterprises and technology companies to establish interdisciplinary teams, considering various factors to form the best combination [2]. Team members study standards, set construction criteria for teaching materials, and define project goals and outcomes. They need to create project plans with timelines, milestones, budgets, and resource distribution. Responsibilities must be assigned clearly to facilitate planning and material writing. Communication with stakeholders is essential to align material development with industry and educational policy requirements.

4.2. Professional Competencies for Job Demand Research

The needs analysis for textbook development is the key starting point of the entire process, laying the direction and foundation for subsequent development work.

Business interviews are key for gathering direct insights into industry demands. They allow for an in-depth understanding of a company’s strategy, operations, tech innovation, and talent needs by engaging with corporate leaders, tech experts, and human resource experts. A detailed interview plan must be prepared beforehand, covering business development status, future strategies, job roles, and skill trends, to ensure the interview is both comprehensive and pertinent. When analyzing the results of corporate surveys, simple correlation analysis algorithms, such as the Pearson correlation coefficient, are used to assess the impact of different factors (such as company size, industry type, etc.) on industry talent demand.

$$R={\displaystyle \frac{{\sum }_{i=1}^n(x_i-\overline{x })(y_i-\overline{y })}{\sqrt{{\sum }_{i=1}^n{(x_i-\overline{x })}^2{\sum }_{i=1}^n({y_i-\overline{y })}^2}}}$$

(1)

where x and y are two variables (for example, company size and the demand for a certain skill), n is the number of samples, and $\overline{x }$ and $\overline{y }$ are the means of the variables.

The coefficient reveals the linear correlation between two variables, aiding in understanding the relationship between industry demand and other factors, and offering a scientific basis for prioritizing teaching material content.

Questionnaire surveys are conducted to collect data widely and efficiently. They involve basic corporate information, business, job positions, skill needs, new technology applications, and expectations for higher vocational students’ qualities. Analyzing these data helps to reveal industry demand trends and provides a data basis for textbook development.

By analyzing the tasks, processes, skills, and knowledge required for the target position, the content of teaching materials is determined. For example, an e-commerce operations position includes market research and product listing, corresponding to different competency requirements, such as data analysis and e-commerce platform operation. This method helps ensure that the content of teaching materials matches the actual work requirements. After conducting a job competency analysis, the analytic hierarchy process (AHP) is used to calculate competency weights to determine the proportion of different competencies of teaching materials. First, a hierarchical structure model is constructed to classify job competencies into the goal level (overall job competency requirements), the criterion level (such as professional knowledge, practical skills, professional ethics, etc.), and the scheme level (specific competency items). Then, a judgment matrix is constructed to calculate the weight vector. In the judgment matrix A = ($a_{ij}$), $a_{ij}$ represents the importance degree of the ith factor relative to the jth factor (usually using a 1–9 scale). By calculating the weight vector w, the eigenvector is calculated for the judgment matrix A. The eigenvector w is calculated, corresponding to the maximum eigenvalue ${\lambda }_{max}$ and normalized. ${\sum }_{i = 1}^n{w}_i=1.$ The weights are used to guide the allocation of space and emphasize settings for different competency development modules in teaching materials to accurately meet the job competency requirements.

4.3. Course Objectives and Planning Teaching Content

When setting course objectives and planning content for loose-leaf digital vocational textbooks, a systematic approach is essential to ensure alignment with professional practice and student needs.

First, course objectives must be formulated based on core professional competencies, integrating industry demands and educational standards to clarify expected competency levels. Using specific, measurable, attainable, relevant, and time-bound (SMART) criteria, objectives need to encompass knowledge, skills, and attitudes, fostering comprehensive student abilities [7]. Objectives must be employment-oriented, reflecting typical work tasks and industry assessment standards to ensure textbook content meets market demands. Additionally, it is required to consider students’ diverse learning backgrounds and abilities, aligning with vocational college goals, national education standards, and industry certifications in formulating objectives. The project team must develop teaching content that includes theoretical knowledge, practical skills, and case studies, all grounded in the established objectives. Theoretical knowledge must be connected to real scenarios, while practical skills development is required through hands-on training and problem-solving. Case studies must be included to enhance students’ analytical and decision-making skills through real or simulated situations.

4.4. Development Logic and Structural Design of Loose-Leaf Textbooks

The loose-leaf textbook is developed based on the knowledge system and teaching syllabus (Figure 2). The initial step in organizing loose-leaf materials involves a thorough review and division into clear knowledge modules. The structure includes learning objectives, work tasks, knowledge connections, task implementation, evaluation, and knowledge expansion, defining professional competence requirements. Work task pages offer background and requirements, integrating theory and cases into knowledge connections for information-based teaching [8]. Task implementation pages guide simulated operations, emphasizing practice and reflection. Evaluation pages assist self-assessment and understanding of learning outcomes. Knowledge expansion pages consolidate professional competencies, arranging knowledge points logically without excessive systematization [9].

The relevance and systematic nature of the content are key to high-quality educational materials. Cross-references and indexes must be set to enhance the interactivity and accessibility of the content. When explaining the application of physical laws, the relevant experimental pages refer to previous experimental data. Themes and knowledge indexes must be determined at the beginning and end of the material for easy localization by students. At the same time, the content of the pages needs to reflect progression and coherence. The content of adjacent pages is presented layer by layer. Overall, the pages of the material form a complete knowledge system, and the pages of different modules are connected through comprehensive case studies.

4.5. Development of Supporting Digital Resources and Establishment of Digital Platform

The development and construction of digital teaching materials include two key processes, technology selection and content development, after conducting needs analysis and content planning.

• Technology Selection

Digital teaching materials are developed on various technology platforms, including multimedia production software, network application software, and educational management systems. The development team needs to have experience in using and developing these technology platforms to create and publish digital teaching materials using these tools. In addition, the team must have rich creative experience and skills to transform traditional teaching material content into digital formats and combine internet technology to create content that is more vivid, expressive, and interesting.

Table 3. Common technology and application examples.

Teaching Material	Technology Selection	Development Purpose	Technical Features	Application Example
Vocabulary Learning	Interactive Web Application	Improve vocabulary memory efficiency	User-friendly interface, instant feedback	Using online flashcards for word matching
Grammar Explanation	Video Streaming Media	Enhance understanding	High-quality video, easy to share	Grammar explanation videos on MOOC platforms
Reading Comprehension	EPUB/PDF E-Books	Convenient for reading and annotation	Portability, searchable	Providing reading material through iBooks or Kindle
Reading Comprehension	Text-to-Speech (TTS)	Enhance listening skills	Text-to-speech technology	Reading electronic texts aloud using TTS technology
Writing Guidance	Online Editor	Promote writing practice	Real-time grammar checking and suggestion tool	Google Docs-integrated grammar check
Cultural Background	Virtual Reality (VR)	Immersive experience environment	Three-dimensional interactive culture	Experiencing English-speaking countries with VR headsets
Cultural Background	Augmented Reality (AR)	Combine real and virtual information	Real-time information overlay	Viewing AR content of cultural landmarks through mobile apps
Oral Practice	Automatic Speech Recognition (ASR)	Accurately assess pronunciation	High-accuracy speech analysis	Using ASR software for pronunciation practice and assessment
Oral Practice	Chatbots	Simulate conversation practice	Automated conversation simulation	Using AI chatbots for daily conversation scenarios
Interactive Testing	Adaptive Learning Software	Personalized learning paths	Adjust difficulty based on student performance	Providing personalized quizzes and feedback with smart software
Course Management	Learning Management System (LMS)	Manage learning progress and content	Centralized management of course content and user data	Managing courses with Moodle or Blackboard

shows common technologies and examples in the development of digital teaching materials, taking a college English course as an example.

• Content development

In the design and compilation of the textbook, various digital technologies are used to integrate the traditional text content with audio, video, animation, and other multimedia elements to enrich the three-dimensional content of the textbook (

Table 4. Contents of digital textbook.

Textbook Module	Content Categorization	Development Content	Technology/Tools	Content Form
Vocabulary Learning	Basic Vocabulary	Definitions, usage, and example sentences of commonly used words	Electronic Dictionary Software	Text, charts, audio
Grammar Explanation	Advanced Grammar	Explanations of academic and professional grammar knowledge	Online Grammar Database	Animations, text, exercises
Reading Comprehension	Article Understanding	Sample articles, structure, background, and theme analysis	EPUB/PDF Reader	References
Writing Guidance	Writing Techniques	Thesis writing, argumentation techniques, and logical structure	Writing Assistance Software	Text, charts, videos
Cultural Background	Cultural Knowledge	Relationship between language and culture, cultural customs, and artistic traditions	Virtual Reality Technology	VR experience, videos
Speaking Practice	Oral Expression	Daily conversations, situational dialogues, and role-playing	Speech Recognition Software	Interactive exercises
Interactive Testing	Feedback and Assessment	Evaluation of learning outcomes and consolidation of knowledge points	Cloud Assessment Services	Online tests
Course Management	Resource Management	Integration and management of teaching resources and auxiliary materials	Cloud Management Services	Course packages, devices

) in addition to the traditional “college English” text writing.

In the vocabulary learning section, the pronunciation demonstration and usage video of words are added to help students grasp the pronunciation and usage of words accurately, in addition to the interpretation and examples of words. In the reading materials section, each article is equipped with audio so that students can hear the standard pronunciation and intonation while reading to improve their listening skills. By using 3D, virtual reality, and other interactive technologies, a variety of interactive exercises and games are designed so that students can learn and consolidate knowledge in a relaxed and happy environment. A digital publishing platform for vocational education facilitates a closed-loop management system for teaching, learning, and assessment, enhancing the efficiency of teaching management and providing teachers with clear insights into students’ mastery of skills [10]. Using these digital resources and platforms, loose-leaf digital vocational textbooks create engaging learning experiences for students and offer flexible teaching tools for instructors, promoting the modernization of vocational education [11].

4.6. Selection of Teaching Methods and Development of Assessment Tools

Teaching methods are developed focusing on student-centeredness by employing diverse teaching models such as case-based teaching, project-based learning, and the flipped classroom to stimulate students’ active participation and deep thinking. These methods encourage students to master knowledge and skills through hands-on activities, teamwork, and problem-solving, fostering their critical thinking and innovation capabilities. Teachers must quantify the effectiveness of these teaching methods using Equation (2).

E = aS + bP + cI

(2)

where a, b, and c are weight coefficients that can be determined based on experience or experiments, E represents the effectiveness indicator of the teaching method, S represents the students’ learning outcomes (measured comprehensively by exam scores, skill proficiency, etc.), P represents the students’ engagement level (measured by classroom participation frequency, group collaboration contributions, etc.), and I represents the innovativeness of the teaching method (measured by its advantages over traditional methods in terms of stimulating student interest and cultivating abilities).

It is necessary to quantitatively assess the effectiveness of different teaching methods in various teaching contexts, providing a basis for the selection and optimization of teaching methods. When developing assessment tools, it is essential to ensure that they can accurately evaluate student learning outcomes and adapt to different learning stages and teaching activities. Assessment tools include formative and summative assessments, such as online quizzes, self-assessments, peer reviews, final exams, and project presentations. The design must ensure timely and constructive feedback to help teachers adjust their teaching and ensure the quality of instructional materials. Assessment tools are used to collect feedback information and analyze it to drive the optimization and updating of instructional materials. The evaluation of reliability and validity plays a positive role in the scientific validity and reliability of assessment tools. Formative assessment tools include reliability calculation methods such as Cronbach’s alpha coefficient, while summative assessment tools can use validity calculation methods such as content validity and predictive validity.

4.7. High-Quality Evaluation System to Ensure Continuous Optimization and Updates

Digital higher vocational teaching materials require a quality evaluation system to ensure their continuous improvement and alignment with educational and industry demands. Criteria are set based on educational goals and industry norms, focusing on students’ essential skills and vocational abilities. The evaluation system is developed, considering student experience, teacher input, and enterprise requirements, to assess the materials’ clarity, scientific basis, interactivity, and practicality. Post-implementation feedback from teaching experiments is essential for refining both content and teaching approaches.

The continuous updating of teaching materials involves regular review, feedback collection, content updating, and pilot teaching. User feedback is collected through surveys, interviews, and online forums, and data analysis tools are used to identify areas for improvement. A professional team updates the content based on feedback, including teaching cases, theoretical knowledge, practical skills, and digital teaching tools. In this process, personalized learning support algorithms play a key role. Based on students’ learning history data H = ($h_1$, $h_2$, …, $h_n$) (where $h_i$ can be the student’s mastery of a particular knowledge point, learning time, homework completion, etc.) and the feature vector F = ($f_1$,$f_2$, …, $f_m$) of digital resources (where $f_j$ is the difficulty level, subject category, applicable stage, etc.), the cosine similarity formula in Equation (3) is used to calculate the similarity between students and resources.

$$sim(H, F)={\displaystyle \frac{{\sum }_{i-1}^n{f}_i}{\sqrt{{\sum }_{i-1}^n{h}_i^2 }\times \sqrt{{\sum }_{i-1}^n{f}_i^2 }}}$$

(3)

The digital resources are then sorted based on the similarity values to recommend resources that match students’ learning needs, improving the relevance and effectiveness of learning.

An example of applying this algorithm in the digital development of major English vocational teaching materials is expressed in Equation (4).

$$sim(H, F)={\displaystyle \frac{0.8\times 1+0.6\times 0.5+0.7\times 0.6+0\times 0.7+0\times 0.6}{\sqrt{{0.8}^2+{0.6}^{2 }+{0.7}^2}\times \sqrt{1^2+{0.5}^{2 }+{0.6}^2+{0.7}^{2 }+{0.6}^2}}}$$

(4)

Students’ learning history, including their English skills, study time, and homework completion, is also collected. To identify teaching materials’ feature vectors, difficulty, topic category, and learning stages are used, and similarity is calculated to recommend resources that match students’ current vocabulary, grammar, listening, speaking, reading, and writing levels.

• Students’ learning history data H

The data encompass students’ past English grades, homework completion, online learning time, and engagement in English skills practices. For instance, student A’s data might show strong grammar skills (0.8), moderate listening practice completion (0.6), and high reading scores (0.7) in Equation (4).

• Feature vectors F of digital resources

Feature vectors encapsulate various attributes of educational content, such as unit themes (e.g., business English, daily conversation), knowledge point complexity, appropriate learning phases, and the inclusion of listening, speaking, reading, and writing exercises. For example, a unit’s feature vector might indicate a focus on business negotiations (1), moderate complexity (0.5), suitability for intermediate learners (0.6), and a greater emphasis on listening and reading (0.7 and 0.6). Cosine similarity is applied to determine the similarity between students and resources. The similarity between student A and the business negotiations unit is calculated as an example.

By calculating the similarity between multiple resources and the student, a series of similarity values are obtained. These values are used to rank the digital resources, with those having higher similarity being prioritized and recommended to student A. In this way, student A can be offered resource recommendations that are more aligned with their learning situation and needs. To enhance personalized recommendations and improve the effectiveness of English learning, students’ learning history data H are continuously updated. Additionally, the feature vector F of resources is optimized based on student feedback to reflect resource characteristics.

5. Conclusions

The development of higher vocational education loose-leaf + digital integrated teaching materials is a systematic and complex process, encompassing multiple stages from team formation, job demand research, and course goal setting. For the teaching materials’ structural design, digital resource development, teaching method selection, and evaluation tool development are used, and a high-quality evaluation system needs to be established. Each stage must be connected and mutually influential, all based on scientific methods and algorithms, to ensure that the teaching materials integrate industry practice to meet students’ learning needs and adapt to the continuous development of education and industry. Through such a comprehensive and meticulous development process, innovative, practical, and adaptable integrated teaching materials are developed to cultivate a technical and skilled human force in higher vocational education and the intelligence and high quality of higher vocational education are improved.