MANAGEMENT OF SHORT VIDEO CREATION AND OPERATION COURSES IN IMPROVING THE EMPLOYMENT RATE OF VOCATIONAL COLLEGE STUDENTS IN GUANGXI IN THE NEW ERA

บทคัดย่อ

This study aimed to 1) investigate the current implementation of short video creation and operation courses in vocational colleges in Guangxi, 2) examine the effects of these courses on students’ employment-related skills and attitudes, 3) identify the key factors influencing the employment promotion effect of the courses, and 4) propose optimization strategies to improve students’ employment rate. The sample consisted of 360 students, 85 teachers, and 68 employers selected through stratified, purposive, and snowball sampling methods, respectively, and 249 students from three vocational colleges participated in the experimental study. The research instruments included questionnaires, semi-structured interview protocols, skill assessment scales, and job-hunting performance evaluation tools, with reliability coefficients ranging from 0.80 to 0.86. Data were collected through surveys, interviews, and experimental procedures, and analyzed using descriptive statistics, t-test, analysis of variance, regression analysis, and thematic analysis with SPSS 26.0 and NVivo 12.

  The findings revealed that 1) the current courses showed several limitations, including an unbalanced theory–practice ratio, outdated content, and reliance on lecture-based teaching methods; 2) students’ mastery of core skills was at a moderate-to-low level, and there was a discrepancy between career interest and career planning; 3) course–industry alignment (β = 0.38), proportion of practical class hours (β = 0.25), students’ digital literacy (β = 0.21), and the depth of school–enterprise cooperation (β = 0.16) significantly influenced the employment promotion effect, explaining 52.6% of the variance; and 4) the experimental group implementing the “three-dimensional integration” curriculum model demonstrated significantly higher levels of skill development, employment attitudes, and job-hunting performance than the control group. These findings indicate that optimizing curriculum design, enhancing practical learning, innovating teaching models, and strengthening institutional support can effectively improve students’ employment outcomes.