The Impacts of College Students’ Professional Values and Identity on Learning Engagement in China

Abstract

Introduction: This journal presents the outcomes of a meticulous systematic review investigating the interconnection among college students' professional values, professional identity, and learning engagement within the realm of higher education in China. The primary objective is to underscore the significance of instilling professional values and identity in students, delving into their impact on motivation, professional aspirations, and overall learning encounters. The study employs a rigorous methodology, entailing an exhaustive exploration across diverse academic databases to locate and scrutinize existing literature on the subject. To fortify the reliability and validity of the findings, the chosen studies undergo a meticulous data extraction process and quality evaluation.   Theoretical Framework: The study accentuates the relevance of integrating academic pursuits with career aspirations, fostering professional values, and cultivating a robust professional identity to enhance learning engagement among college students. The findings suggest that students exhibit heightened motivation and engagement when they discern a clear correlation between their academic pursuits and prospective employment. Additionally, the study underscores the pivotal role of school administration and curriculum design in acknowledging and nurturing professional values and identities. Higher education institutions are urged to create a conducive learning environment by incorporating activities and experiences aligning with students' career objectives.   Methodology: The research employs a stringent methodological approach, encompassing an extensive search across academic databases to identify and analyze pertinent literature. The selected studies undergo thorough data extraction and quality assessment procedures to uphold the credibility and validity of the findings.   Results: The evaluation of the research spotlights the imperative nature of harmonizing professional values, professional identity, and learning engagement for higher education institutions. This synthesis contributes to enhanced educational quality and better prepares students for future employment. The results indicate practical implications for educational administration, emphasizing the importance of curriculum design that seamlessly integrates professional values and identity development.   Conclusion: In conclusion, aligning professional values, identity, and learning engagement is crucial for enhancing educational quality and preparing students for future employment. Practical implications stress the pivotal role of curriculum design in integrating professional values and identity development, with the study advocating ongoing research into their intricate relationship and impact on student achievement.