Enhancing Professional Competence of Preschool Education Majors in Higher Vocational Colleges: A KSA-Based Approach

Abstract

This study employs the KSA model (Knowledge, Skills, and Abilities) as a theoretical framework to systematically explore the core elements and enhancement strategies of professional competence for preschool education majors in higher vocational colleges. From the three dimensions of knowledge, skills, and abilities, the study analyzes the structural framework of professional competence: the knowledge dimension emphasizes the integration of pedagogy, psychology, and disciplinary knowledge; the skills dimension focuses on practical competencies such as educational activity design, child observation, home–school collaboration, and digital teaching; and the ability dimension highlights educational understanding, innovative thinking, communication, and personal and psychological literacy. Based on this framework, the study proposes strategies including curriculum system optimization, innovative teaching methods, campus–kindergarten–society collaborative education mechanisms, and professional development support for teachers. The findings indicate that the KSA model effectively promotes the coordinated development of knowledge, skills, and abilities, enabling students to transform from “learning to teach” to “teaching professionally.” This research provides theoretical and practical insights for constructing a professional competence framework and advancing curriculum reform in higher vocational preschool education.