Redefining educational success: Analyzing the impact of closed management systems on student well-being and academic performance in Chinese technical education

Abstract

This paper investigates which open education and communication resources (OER, OECR) are used by the students of Qingdao Aviation Technology Vocational College under a system of closed management. It builds upon the theoretical backbone of Partial Least Squares (PLS) to assess some common suppositions on educational management and student learning outcomes using a robust methodological framework and observed Key Analysis. The authors posit that the findings from this study put into question prior assumptions–that anxiety of falling behind, and family/teacher support affect academic success in a closed management setting. The study instead focuses on student well-being and support structures to tell us something about academic performance. These findings are completely different from the current model of education, and highly convergent on goal number four under Sustainable Development Goals (SDG) demanding equal access to quality inclusive educational services; for all-age groups throughout humanity. Lastly, the study provides a blueprint for future educational changes that fit international education aspirations afforded by contested traditionalism.