The application of big data and artificial intelligence in the construction of teacher teams in vocational undergraduate education

Abstract

The rapid development of electronic data processing and Internet technology has promoted the geometric growth of data and information. In the past 2 years, the data generated globally has reached 90% of the total human data, indicating that human beings have entered the era of big data. The application of big data technology in the field of teacher team building is also a new trend. In addition, the emergence of intelligent education has triggered an educational reform that subverts the tradition. People are no longer limited to the old-fashioned teaching mode. Props are not just blackboards and chalk characters. It is also a research trend to use artificial intelligence technology to improve the level of intelligent education for teachers. Vocational undergraduate education teachers shoulder the important mission of cultivating people through morality, and it is particularly important to build a team of high-quality and high-quality teachers in the new era. Through the investigation of the teaching team of vocational undergraduate education in a school, this paper finds that there are insufficient number of teachers, poor stability of the teaching team, professional fatigue of teachers, and limited self-improvement of teachers in the construction of the teaching team of a school. And in response to these problems, combined with big data and artificial intelligence technology, the strategy of emphasizing curriculum, promoting social participation, and strengthening the self-construction of vocational undergraduate education teachers is proposed. By solving these problems, it will help to implement the requirements for the emotional cultivation of vocational undergraduate education, help teachers’ self-growth, and help to implement the fundamental task of cultivating people through virtue.

Keywords

artificial intelligence big data teaching staff problems countermeasures

Introduction

With the wave of “cloud computing” and “Internet of Things,” human beings have entered the “big data era,” and it covers more and more important fields. In big data, large amounts of data are collected, calculated, and stored. The amount of data is huge. At present, the data volume of all printed materials produced by human beings is 200PB, and the data volume of all utterances spoken by human beings in history is about 5EB. Today, a typical computer has a hard disk capacity of terabytes, and some large companies are approaching exabytes of data. Diversity of data types and sources. Common sources include web logs, audio, video, and images. Big data has the characteristics of authenticity. The content of big data is closely related to the real world. Reality does not necessarily mean accuracy, but it must not be false data, which is also the basis of data analysis. In the future work of vocational undergraduate education institutions, the application of big data technology is particularly important.¹

Although the application of artificial intelligence (AI) in the field of vocational education shows great potential, such as the customization of personalized learning paths, the creation of simulated practical training environments, and the accurate assessment of teaching effectiveness, its integration is not without obstacles and is accompanied by a series of limitations and challenges, which should not be ignored when developing educational strategies. The technology access threshold and cost issues are significant. High-quality AI educational resources and platforms are expensive to develop and maintain, which can be a difficult barrier for vocational education institutions with limited funds. Rapid technology iteration also requires continuous investment, making resource allocation a major challenge. The “black box effect” of AI affects the transparency and trust of teaching. The opacity of the algorithmic decision-making process may make it difficult for students and teachers to understand the evaluation criteria or the origin of the recommended content, affecting the fairness and acceptance of education, especially in the assessment of skills with a high degree of subjectivity. Although human-computer interaction is convenient and efficient, it is difficult to completely replace the value of human interaction. In vocational education, the cultivation of soft skills, such as teamwork and communication skills, is highly dependent on real interpersonal communication and emotional resonance, which is difficult to be effectively replicated by current AI technology. Data privacy and security issues should not be underestimated. While collecting and analyzing student learning behavior data to optimize teaching, how to ensure that personal information is not abused and prevent data leakage is an important issue that must be faced when implementing AI education programs. The issue of educational equity is highlighted. Differences between urban and rural areas and economic conditions may result in some students not being able to enjoy the educational benefits of AI equally, further aggravating the unbalanced distribution of educational resources. When exploring the application of AI in vocational education, it is important to comprehensively consider the above limitations and challenges, and ensure that technological advances can truly benefit every learner and promote inclusive and high-quality education through multi-dimensional strategies such as policy guidance, technological innovation, and ethical regulation.^2,3

With the expansion of the business scale of vocational undergraduate education, the overall goals and levels of vocational undergraduate education have been aggravated by innovation and development, and the goals of inspectors have become more complicated. Big data technology is used to arrange scientific research, teaching management, and analysis for vocational undergraduate education teachers, and through students. A series of comparisons were made between the number of times hands were raised in class, the number of times participation in discussion groups, the number of times students accessed course content, and the number of times students viewed new announcements. Then further improve the information management level of vocational undergraduate education teaching management and carefully analyze the daily life of the teaching staff. Provide suggestions for reform and innovation of teaching methods. According to the analysis results provided by big data, the content of vocational undergraduate education and educational affairs is optimized, making the educational affairs work process more convenient and efficient, and the educational affairs management more efficient, convenient, and efficient, so that the educational affairs management will change from standardized management to improve the teaching level. Promote the information management of educational administration.^4,5

The traditional way of building the teaching team is mainly to standardize the daily teaching methods of the teaching team through various methods. Under the reform of the era of big data processing, the school uses advanced big data processing technology and combines the advantages of the network to realize the intelligence of the teaching team of vocational undergraduate education. Construction, so that schools can analyze and evaluate talents in a short period of time, achieves more effective personnel evaluation results, and thus s teacher behaviors that are worthy of encouragement and need to be improved, and can meet the specific work needs of the school.

The root causes of team instability and job burnout are complex, which should be analyzed from many angles such as organizational culture and personal development. If the organizational atmosphere lacks support and recognition, it is easy for teachers to feel no value and achievement, and to be in a high-pressure state for a long time. Improvement strategies include establishing positive incentives, such as regular feedback, clarifying career paths, and creating mental health support systems. At the same time, it promotes teachers ‘personal career development planning, enriches their professional experience through job rotation and academic research opportunities, and enhances professional satisfaction and team cohesion.

With the continuous development of science and technology, artificial intelligence systems are gradually applied to various industries, including the education industry. Due to the sudden outbreak of the epidemic in 2019, the organic combination of artificial intelligence and primary and secondary education has become an irresistible trend. However, at present, the research and development of artificial intelligence is still in its infancy, and the integration with the education industry still faces problems such as uneven distribution of urban and rural educational resources, imperfect intelligent teaching platform, and lack of professional teachers. This article combines the current application of artificial intelligence in the construction of teachers, analyzes and summarizes the achievements of artificial intelligence in the construction of teachers, the areas that need to be improved, and the future development trend of the education industry combined with artificial intelligence, and puts forward the author’s views and suggestions, to provide a reference for further improving the current education and teaching team and methods.⁶

The application of data technology in education, especially in teacher evaluation, training, and development, has far-reaching significance. The theoretical basis can be elaborated in the following aspects: educational big data provides a more objective and comprehensive basis for teacher evaluation. By mining and analyzing the data generated in the teaching process, it is possible to more accurately understand the teaching effect of teachers and the learning situation of students, thus providing a scientific basis for teacher evaluation. Big data technology helps to realize personalized teacher training. Through the mining of teachers’ teaching behavior, students’ learning feedback, and other data, we can understand teachers’ teaching characteristics and needs, and provide teachers with personalized training programs. Big data technology helps promote teachers’ professional development. Through continuous tracking and analysis of teachers’ teaching behavior, teaching results, and other data, teachers can be provided with timely and effective feedback to help them continuously optimize their teaching strategies and improve teaching effectiveness. Big data technology helps promote educational equity. By mining and analyzing data such as the allocation of educational resources and the effects of educational policies, it can provide policy makers with a scientific basis to promote the rational allocation of educational resources and promote educational equity.^7,8

For example, a vocational college has significantly improved its teaching effectiveness by analyzing data from students’ online learning platforms, identifying learning difficulties and points of interest, adjusting teaching plans in a timely manner, and personalizing the push of learning resources. This not only demonstrates the power of big data in precise teaching interventions but also provides teachers with practical references for adjusting teaching strategies based on data and promotes their professional growth.

The epidemic has changed the way students learn. In the past, students accepted the traditional offline education model, usually taking classes as units and teachers leading students to study together face-to-face. The epidemic has broken the conventional learning mode, and online learning has replaced it. Teachers use various teaching software to publish learning tasks, allowing students to conduct regular preview, review, and review and can express their opinions and doubts on the platform, which can effectively solve some of the questions that students usually want to ask but dare not ask. However, the online learning model has also exposed many problems, such as the uneven distribution of urban and rural educational resources, insufficient intelligent teaching equipment, and insufficient teachers.⁹

One of the innovations of this paper is to deeply integrate big data and artificial intelligence technology into the construction of teachers in vocational undergraduate education and propose a data-driven teacher development model. The model not only uses big data analysis to optimize teacher resource allocation and personalized training paths but also simulates best teaching practices through artificial intelligence technology to provide real-time feedback and growth suggestions for teachers. In addition, the paper innovatively discusses the application potential of artificial intelligence in solving the problem of regional imbalance of educational resources, such as using AI-assisted distance education platform to effectively link urban and rural educational resources and narrow the gap of educational quality.

The current situation of the application of artificial intelligence in vocational undergraduate education and teaching

At present, intelligent education has become an irreversible trend, and a large number of intelligent devices and intelligent software are widely used in teaching work. The application of artificial intelligence in education can find out students’ learning status more quickly and make adjustments in time, so that students can transform from consumers of knowledge to creators of knowledge, thereby stimulating students’ innovative consciousness and cultivating their innovative ability. This kind of combination can prompt teachers to rethink their roles, complete the role transition from teachers who teach and solve puzzles to coaches, make the classroom take students as the main body, and aim to stimulate students’ initiative and creativity. At the same time, it also liberates the teachers of vocational undergraduate education from the complicated and day-to-day labor.¹⁰ With the emergence of intelligent education, vocational undergraduate education teachers can use artificial intelligence to assist in correcting homework, grading papers, and simplifying complex knowledge points. Artificial intelligence can create a new learning environment and change the traditional role of professional undergraduate education teachers.

The application of artificial intelligence in vocational education is promising, especially in personalized learning path planning and intelligent matching of educational resources, which show great potential. However, it also needs to face up to the challenges it faces, including the high cost of technological realization, new requirements for teachers’ skills, and ethical issues such as data privacy protection and algorithmic bias. While balancing the promotion of AI educational applications, relevant regulations and ethical guidelines need to be established and improved to ensure the healthy development and fair use of the technology.

Occupational undergraduate education develops slowly due to lack of news, slow information reception, and backward educational resources, and the development of intelligent education lags far behind full-time undergraduate education. In recent years, although the country has paid more attention to the development of vocational undergraduate education, due to the influence of various factors, the intelligent education of vocational undergraduate education is still greatly restricted.^11,12

Due to the constraints and influences of various factors, some school leaders do not pay enough attention to the policies and related documents issued by the education department on the modernization of education, and do not pay enough attention to the popularization and publicity of educational modernization and intelligence, and regard school construction as a Treat it with formalism and face engineering. In addition, some vocational undergraduate educators do not have a good understanding of the ideas and concepts of educational modernization, fail to realize the importance of the modernization of vocational undergraduate education, and fail to understand the specific content and meaning of educational modernization.¹³

The lack of teachers is not only due to the uneven distribution of educational resources but also may be related to the lack of attractiveness of the profession, lower salaries, and unclear career paths. Poor team stability may be due to intense work pressure, lack of professional identity, and lack of effective incentives. Teacher burnout may be attributed to repetitive teaching content, difficult student management, and limited personal growth opportunities. Therefore, in-depth analysis of the motivation behind these problems is essential for the precise implementation of policies.

Schools often prioritize cost-effectiveness due to budgetary constraints or insufficient attention to vocational education, resulting in insufficient full-time posts. At the same time, the rigidity of the teacher recruitment mechanism, such as over-reliance on the traditional academic qualification threshold at the expense of practical ability assessment, may also exclude potentially outstanding talents. The solution strategy should be to advocate cooperation between the government and enterprises to jointly invest in teacher training programs, optimize the salary structure of teachers, and introduce flexible recruitment criteria to attract and retain high-quality full-time teachers.

Vocational undergraduate educational leaders and teachers have weak awareness of educational research and lack of certain educational research capabilities. For some newly hired young teachers, although they are more curious, they can accept new things quickly, have a longer-term career plan, and hope to improve their teacher quality by participating in professional undergraduate education, but due to the environment the constraints of various factors such as resources have inevitably dampened their enthusiasm for participating in the modernization of vocational undergraduate education. In addition, there is a shortage of educational resources, and the level of school management is low, making it impossible to efficiently use existing educational and teaching resources. Due to the low level of school management and the lack of rational use of educational resources, the resources have not played their due role. Rural schools also do not pay attention to the maintenance of computer learning and multimedia facilities. Once problems arise, they are left unused, resulting in waste of resources. With the continuous integration of artificial intelligence and education, the application of intelligent management platform and intelligent learning system plays a pivotal role in education, especially in vocational undergraduate education and teaching. Today, with the rapid development of science and technology, young people have been affected by technology early and have been exposed to many novel things, which is beneficial to stimulate young people’s innovative consciousness, especially vocational undergraduate education.^14,15 A very strong stage, easily affected by external things, and the potential is more easily stimulated. The application of artificial intelligence in vocational undergraduate education has pointed out the direction for promoting the integration and innovation of artificial intelligence and education. Based on the current situation of intelligent education, it is necessary not only to understand the basic elements and driving forces of artificial intelligence in essence, grasp its typical application characteristics, but also to be able to keep up with its development trend.^9,10,12,16

Investigation and problem analysis of the construction of vocational undergraduate education teachers in colleges and universities

Analysis of the survey on the construction of vocational undergraduate education teachers in colleges and universities

The investigation methods of this study mainly include questionnaire survey, literature method, observation method, and field investigation. A sample survey and interviews were conducted among 10 colleges and universities with a total of 232 teachers, involving 159 classes of vocational undergraduate education teachers.

The questionnaire was conducted from three dimensions: the basic situation, work status, and emphasis on vocational undergraduate education teachers. The first dimension is about the basic situation of vocational undergraduate education teachers, mainly including age, education background, professional background, and professional title; the second dimension is about the working conditions of vocational undergraduate education teachers, including professional identity and training situation.¹⁶ The third dimension is about the degree of emphasis and quality of vocational undergraduate education teachers. In this survey, a total of 120 questionnaires were distributed, and 117 valid questionnaires were recovered, with an effective rate of 97.5%. A total of 30 interviews were conducted with students and professional undergraduate education teachers.

Problems existing in the construction of vocational undergraduate education teachers in colleges and universities

After investigation and analysis, vocational undergraduate education in colleges and universities has the problems of insufficient number of teachers, poor stability of the team, teachers’ professional fatigue, and limited self-improvement.

Insufficient number of vocational undergraduate education teachers

The survey shows that only 13 of the 117 current vocational undergraduate education teachers are full-time teachers, accounting for less than 12%, while part-time vocational undergraduate education teachers account for 88.89%. There is still a big gap between this and the requirements of “Opinions on Strengthening the Construction of Teachers in Vocational Undergraduate Education in the New Era.” Taking University A as an example, all the current vocational undergraduate education in the school is full-time part-time by other full-time teachers, and there are no teachers who specialize in vocational undergraduate education, as shown in Table 1.

Table 1.

Proportion of teachers in part-time vocational undergraduate education.

	Full-time professional undergraduate teachers	Full-time undergraduate faculty part-time
Number of people	13	104
Proportion	11.11%	88.89%

Vocational undergraduate education is mainly performed by full-time teachers, which results in a heavy workload for vocational undergraduate education teachers and aggravated task burden, which affects the teaching effect. The teaching goal is achieved. After investigation, it was found that teachers who are part-time vocational undergraduate education have heavy enough homework tasks, but they also have to take vocational undergraduate education courses into account, resulting in occupation of classroom teaching time for vocational undergraduate education, and completely ignoring the importance of vocational undergraduate education, as shown in Table 2.

Table 2.

Evaluation and analysis table of own workload.

	Overload	Full	Suitable	Insufficient
Number of people	68	Twenty-four	Twenty-three	2
Proportion	58.12%	20.51%	19.66%	1.71%

The stability of the teaching staff is poor

The stability of the teaching staff of vocational undergraduate education is closely related to the students’ academic performance and the school’s educational goals. The stability of the teaching team is not only conducive to the sound development of the subject and the effective development of teaching but also conducive to the cultivation of students’ abilities and laying a solid foundation for students to learn key knowledge.¹⁷

Through on-the-spot investigation and visits, it was found that with the retirement of teachers, the flow of teachers selected and transferred by regions, and temporary teachers, the instability of the teaching team has been caused. Originally, there were few full-time vocational undergraduate education teachers in colleges and universities, and the outstanding vocational undergraduate education teachers who were about to retire accounted for the majority, and so far, colleges and universities have not set up positions for vocational undergraduate education teachers and provided relevant faculty supplements; in addition, among the existing teaching staff, there are excellent selected teachers who move to other positions every year.¹⁸ Among these excellent selected teachers, some teachers have perennial professional undergraduate education and teaching background.

Professional burnout of teachers

When occupational fatigue occurs in the teaching staff of vocational undergraduate education, it will not only affect the physical and mental health of vocational undergraduate education teachers themselves and the construction of teachers’ morality but also be detrimental to the growth of students. In the survey, among the 117 vocational undergraduate education teachers, 34 said they often said they were often unable to do what they wanted when teaching, and 32 said they were often unable to do what they wanted. The number of teachers who chose the two options was as high as 56.41%, accounting for more than half. In fact, this kind of job burnout of vocational undergraduate education teachers in colleges and universities is often overlooked, and the phenomenon of job burnout has been serious due to teachers themselves, social reasons, and geographical conditions, as shown in Table 3.

Table 3.

Do you feel overwhelmed or powerless when you are engaged in vocational undergraduate education teaching.

	Always	Often	Sometimes	Never
Number of people	32	34	32	19
Proportion	27.35%	29.06%	27.35%	16.24%

The improvement of vocational undergraduate education teachers is limited

According to the survey, 86 of the 117 vocational undergraduate education teachers have participated in online training, accounting for as high as 73.5%, and only 31 have participated in offline training. The effect of online training cannot be tracked, assessment is difficult, and supervision is difficult. The effect of training cannot be quantified, and the quality of training is not high, as shown in Table 4.

Table 4.

Ways to participate in vocational undergraduate education teacher training.

	Online training	Offline meeting training
Number of people	86	31
Proportion	73.5%	26.5%

Vocational undergraduate education courses are mainly to cultivate students’ knowledge and professional ability. In vocational undergraduate education and teaching activities, vocational undergraduate education teachers must communicate with colleagues and other schools to better understand students and complete the mission of teaching and educating people. According to the survey and statistics, among the 117 teachers in colleges and universities, 58 teachers do not have the willingness to communicate at ordinary times, accounting for as high as 49.57%. The lack of communication awareness among vocational undergraduate education teachers is not conducive to jointly carrying out teaching discussions and grasping the content of the same textbook, not communicating with other relevant parties is not conducive to the formation of educational synergy, and not communicating with other schools is not conducive to improving vocational undergraduate education teachers. Improve your own teaching level.^17,19

Analysis of the causes of problems in the construction of the teaching staff of vocational undergraduate education in colleges and universities

In view of the problems existing in the construction of vocational undergraduate education teachers in colleges and universities, the reasons are mainly analyzed from three aspects: the degree of importance attached by schools and education authorities, the professional identity of vocational undergraduate education teachers in society, and the lack of teachers’ self-improvement motivation.

Schools and education authorities do not pay enough attention

Vocational undergraduate education is a key implementation direction of college education, and it is also an important stage for students to improve their self-knowledge and ability. It can guide students to establish a correct outlook on life, values, and world outlook; plant the seeds of truth, kindness, and beauty in students’ hearts; and guide students fasten the first button of your life. However, at present, many colleges and universities ignore the importance of vocational undergraduate education and the importance of vocational undergraduate education teachers. The construction of vocational undergraduate education teachers has not been really valued by schools and education authorities, so that the educational goals of vocational undergraduate education have not achieved the effect.²⁰

To enhance the importance of vocational undergraduate education, we need to find a breakthrough from the policy level. The study should focus on policy differences in different regions, such as capital investment, degree certification, and employment guidance services, and analyze their actual impact on education quality. Based on this, this paper puts forward specific policy suggestions, such as increasing financial subsidies, optimizing degree equivalence recognition system, and establishing practice training bases closely linked with industries to enhance the practicality and attraction of education. At the same time, all sectors of society are encouraged to participate in the discussion and reform of vocational education, form a broad consensus, and promote the long-term development of vocational undergraduate education.

Colleges and universities do not pay attention to the training of vocational undergraduate education teachers

The school focuses more on the professional training of teachers corresponding to full-time students. For example, in the evaluation and awards, the number of full-time undergraduate education teachers far exceeds that of vocational undergraduate education teachers. Among the 117 vocational undergraduate education teachers surveyed, only 5 have ever won the evaluation and evaluation award, which is comparable to other full-time undergraduate education teachers. In terms of teacher training, there is almost no training for vocational undergraduate education teachers, and the relevant training is only the study of relevant documents or online learning, and the school has not actively provided professional undergraduate education for colleges and universities. Education teachers build opportunities and platforms for communication and exchange, resulting in vocational undergraduate education teachers not being valued, having low self-efficacy, and lack of confidence in work, resulting in job burnout.²¹

Educational authorities do not fully implement the spirit of relevant documents

First of all, a certain number of vocational undergraduate education teachers have not been allocated, and full-time teachers with professional backgrounds have never been recruited for vocational undergraduate education. The school solves the problem through temporary employment and other methods; secondly, it has not implemented the requirement for part-time vocational undergraduate education teachers to be trained to meet the standards before they can take up their posts and has not implemented the responsibility for supervision.

Current online training generally lacks follow-up feedback and analysis of actual results, making it difficult to ensure that knowledge is transformed into teaching skills. The construction of an efficient training system should include preliminary demand research, personalized customization of training content, mid-term effect monitoring, and later results tracking. Use technical means, such as learning management system (LMS) to record learning trajectory, combined with the feedback of students and the improvement of teaching practice, to continuously optimize the training content and methods.

The society does not have a high sense of professional identity for vocational undergraduate education teachers

Because vocational undergraduate education has long been faced with the position that it is important to say, secondary to teaching, and unnecessary to test, teachers and parents do not pay attention to it, and even vocational undergraduate education teachers themselves are questioning the status of vocational undergraduate education, and they cannot get a sense of happiness and accomplishment. Vocational undergraduate education teachers have a low sense of identity with their profession. It is manifested in the fact that teachers themselves do not make full use of various practical resources, do not actively improve their awareness of self and communication, and lack a grasp of the direction of vocational undergraduate education, thus losing their enthusiasm for the profession and their sense of identity with the profession of vocational undergraduate education teachers. Low.

Enhancing communication and interaction among teachers is a key link in improving the quality of education. School management should proactively establish diverse communication platforms, such as regular teacher seminars, online collaboration tools, and interdisciplinary teaching teams to encourage experience-sharing and collaboration. At the same time, create an open and inclusive cultural environment, so that teachers dare to express opinions and innovative ideas, enhance mutual understanding and trust through team building activities, and form a positive working atmosphere.

Insufficient motivation for self-improvement

The decline in the enthusiasm of vocational undergraduate education teachers to improve their own quality and ability will seriously affect the healthy development of vocational undergraduate education teacher team construction. The three reasons for the heavy burden, low income, and diminished development awareness of vocational undergraduate education teachers lead to insufficient self-improvement motivation for vocational undergraduate education teachers.¹⁴

Compared with other students in colleges and universities, the quality of vocational education students is generally poor, and the phenomenon of mixed certificates is serious. This will undoubtedly increase the difficulty of the work of ordinary vocational undergraduate education teachers. The heavy work tasks cause them to have no time and experience to engage in richer education. Creative work, which leads to their work and life becoming boring, coupled with a low sense of social identity makes it easier for them to have no sense of professional identity and gain a sense of self-efficacy.

For example, in terms of attaching importance to curriculum development, big data can be used to analyze market demand and customize curriculum content; promoting social participation can match enterprise resources and educational needs by establishing online and offline integration platform; strengthening teachers self-construction involves developing AI-assisted personalized teacher training system and recommending learning resources according to teachers’ ability map.

The construction strategy of vocational undergraduate education teachers based on big data and artificial intelligence technology

Increase the attention of schools and education authorities based on big data technology

Schools should clarify the subject status of vocational undergraduate education teachers

Universities can analyze the behavior of vocational undergraduate education teachers through the school’s big data platform and increase the attention of relevant teachers based on big data. Through comprehensive data analysis, schools and relevant education authorities have paid more attention to the construction of teachers in various vocational undergraduate education. General Secretary Xi Jinping once pointed out that teachers are the main force in realizing the Chinese dream, and strengthening the construction of the teaching staff should be regarded as the basic work. Schools have clarified the dominant position of vocational undergraduate education teachers and strengthened training efforts, and education authorities have actively established communication platforms and created joint research projects for vocational undergraduate education teachers.⁷

Maintain professional dignity and improve subject status. For example: in the work of performance appraisal and professional title evaluation, teachers of vocational undergraduate education can enjoy the same rights as teachers of other disciplines, so that vocational undergraduate education can be moved from marginalization to the main stage of education and teaching; carry out relevant professional training, and then carry out classroom teaching after passing the training; finally, create a practical activity platform for teachers of vocational undergraduate education theory courses, and encourage vocational undergraduate education teachers to participate in social practice. Through the survey of colleges and universities that use big data methods to build vocational undergraduate education teachers, it is found that the status of vocational undergraduate education teachers and full-time undergraduate education teachers after adopting big data is gradually approaching, as shown in Figure 1.

Figure 1.

Changes in the status of vocational undergraduate education teachers in schools.

Educational authorities build a communication platform and create joint research projects

Through the big data platform, the needs of teachers of the same type and profession can be matched. Educational authorities can build various conference and communication platforms, and strive to make these communication platforms standardized and normalized. Through the communication platform, they can share their own teaching information and student growth. Develop information so as to better design the teaching work you undertake; create joint research on topics, such as the content about the connection with vocational undergraduate education, which requires the joint efforts of vocational undergraduate education teachers to solve the problem of students’ growth and development and the integrity of disciplines Sexual conflict. The communication between vocational undergraduate education and the joint overcoming of related topics can improve the theoretical level of vocational undergraduate education teachers and enable the construction of vocational undergraduate education teachers to develop in depth. Through the survey of colleges and universities that adopt big data methods to build vocational undergraduate education teachers, it is found that the frequency of academic exchanges between vocational undergraduate education teachers and other teachers has increased significantly after adopting big data, as shown in Figure 2.

Figure 2.

Frequency of academic exchanges between vocational undergraduate education teachers and other teachers.

Promote social participation based on artificial intelligence

Give full play to the radiation effect of colleges and universities

Artificial intelligence technology can improve the social status of vocational undergraduate education teachers from multiple perspectives. Use intelligent technology to automatically promote social participation, bring together the strength of social members, give play to the radiation effect of colleges and universities, provide practical education platforms and resources, and leverage the influence of news media to form a good atmosphere of respecting teachers in society, and then it is conducive to promoting the construction of vocational undergraduate education teachers.

To foster social engagement, professional undergraduate education faculty who are all stakeholders in government agencies, policies, and institutions should be given opportunities to develop knowledge and government curricula. A meeting of other schools, colleges, and leadership training schools at all levels plans to connect vocational undergraduate educators with colleges and universities. For example, we can use the radiation effect of the college to carry out exchanges and cooperation with multiple parties, and encourage teachers from colleges of vocational undergraduate education to communicate with or teach with relevant teachers in areas with advanced vocational undergraduate education experience.

Give full play to the influence of the news media

Artificial intelligence can have an impact on social media and news public opinion. Through artificial intelligence, social news media can affect the importance of objective dissemination and reporting of vocational undergraduate education. It calls on all sectors of society to fully understand the ideological dynamics, nature of work and psychological conditions of vocational undergraduate education teachers. The whole society pays attention to vocational undergraduate education, thus forming a good atmosphere of respecting vocational undergraduate education teachers. Only in this way can we effectively improve the social status of vocational undergraduate education teachers, mobilize the enthusiasm of vocational undergraduate education teachers to a certain extent, reduce the sense of job burnout, and concentrate on vocational undergraduate education and education, so as to realize their main value and educational purpose.

Through the investigation of colleges and universities that use artificial intelligence methods to build the teaching staff of vocational undergraduate education, it is found that the status of vocational undergraduate education teachers in the public opinion has improved after the use of artificial intelligence, as shown in Figure 3.

Figure 3.

Changes in the status of vocational undergraduate education teachers in public opinion.

Strengthen the self-construction of vocational undergraduate education teachers based on artificial intelligence technology

Highly aware of their own mission and responsibility

Artificial intelligence technology can enhance the sense of mission of vocational undergraduate education teachers and guide teachers to complete vocational undergraduate education teaching tasks through intelligent technology during teachers’ teaching and spare time. Vocational undergraduate education teachers are highly aware of their mission and responsibility, and establish a “student-oriented” teaching philosophy, learn to reflect and continuously improve and improve communication awareness and enhance communication effects. Vocational undergraduate education teachers must have a clear understanding of the situation, grasp the direction, and clearly realize that the vocational undergraduate education work they undertake is related to the fundamental issues of who and how to train people. This work has many difficulties and challenges, and requires tenacity. The indomitable will and the spirit of selfless dedication are the prerequisites for improving the initiative of vocational undergraduate education teachers’ professional quality.

In the whole process of teacher team construction, vocational undergraduate education teachers use a certain development platform or other channels to improve themselves and continuously learn, constantly discover their own deficiencies and improve them, so as to better serve education. At the same time, it also enriches its own theoretical knowledge and professional quality, so as to constantly update its own knowledge reserves and broaden its horizons. For teachers of ideological and political courses, the construction of the teacher team is an effective way for teachers to grow and is the need for teachers to grow.

Establish a “student-oriented” teaching concept

Artificial intelligence can provide teachers with more analysis content of students’ learning effects, so that vocational undergraduate teachers can prepare a “bucket of water” knowledge reserve for themselves to water the source of students’ knowledge. On the one hand, it is necessary to extensively absorb the latest theoretical achievements and contemporary scientific and technological knowledge produced in vocational undergraduate education, comprehensively master the advanced theoretical knowledge system of vocational undergraduate education, and master the basic principles of professional knowledge in the field. On the other hand, to expand the scope of knowledge, vocational undergraduate education teachers must understand and master the subject knowledge related to vocational undergraduate education, such as psychology, pedagogy, and law. A certain issue runs through ancient and modern times, and it is explained in connection with social hot issues. Through the investigation of colleges and universities that use artificial intelligence methods to build vocational undergraduate education teachers, it is found that the self-construction level of vocational undergraduate education teachers has improved after the use of artificial intelligence, as shown in Figure 4.

Figure 4.

Level of self-construction of vocational undergraduate education teachers.

The construction method of vocational undergraduate education teachers based on big data

Data processing

The core process of data processing technology is to analyze the data. In the context of big data, the visualization of college student behavior also needs to be realized with the help of relevant technical means. Use various information and knowledge bases, models, and methods in large databases to effectively classify them. By collecting these into all kinds of literature, there is a lot of useful or invalid content. For example, the concept of “student” has been proposed as a new term; “campus network” is an important part of the school network system. Data processing is to classify the original information and extract effective data with corresponding characteristics and structural properties according to different types and attributes. Prepare the data set, delete redundant data, save, sort out, and classify the required data. The algorithms involved in the data processing of vocational undergraduate education teachers are shown in formulas (1)–(5).

F_{l o s s}^{n} = | \frac{{\bar{Δ}}_{0}^{n}}{{\bar{Δ}}_{0}^{n} + {\bar{Δ}}_{v}^{n}} - \frac{1}{N_{d}^{n}} |

(1)

μ ({\bar{Δ}}^{n}, N_{d}^{n}) = 1 - F_{loss}^{n} = 1 - | \frac{{\bar{Δ}}_{0}^{n}}{{\bar{Δ}}_{0}^{n} + {\bar{Δ}}_{v}^{n}} - \frac{1}{N_{d}^{n}} |

(2)

L (θ) = E {(r_{n} + γ Q_{θ^{'}} (s_{n + 1}, \max_{a_{n + 1}} Q_{θ} (s_{n + 1}, a_{n + 1})) - Q_{θ} (s_{n}, a_{n}))}^{2}

(3)

y = (μ^{w} + σ^{w} ⊙ ε^{w}) x + (μ^{b} + σ^{b} ⊙ ε^{b})

(4)

z^{i} = v_{\min} + (i - 1) \frac{v_{\max} - v_{\min}}{N - 1}, i \in {1, \dots, N}

(5)

Among them, F represents the loss of the number of teachers, u represents the level of the remaining professional undergraduate teachers, L represents the behavior parameters of the professional undergraduate teachers, y represents the demand indicators of the professional undergraduate teachers, and z represents the data analysis of professional undergraduate teachers result.

Automatic teaching methods

Vocational undergraduate education teachers are the backbone and core of school education. They not only teach but also educate people and help students achieve multi-dimensional goals such as knowledge, ability, and emotion. The construction of vocational undergraduate education teachers is related to the foundation of vocational undergraduate students. For this reason, under the background of big data technology, vocational undergraduate education teachers based on the non-verbal behavior and problem analysis in the classroom, and took the classroom behavior of seven types of students as the research object, mainly: the number of times students raised their hands in class, the number of times course content was accessed, number of times students viewed new announcements, number of times students participated in discussion groups, students’ math, writing, and reading scores. These classroom behaviors not only reflect the students’ class status but also form the basis of students’ learning activities. The identification of these common behaviors can provide data support for the automatic teaching analysis of vocational undergraduate education teachers in the future.

Facing the specific challenges of vocational education, more practical strategies should be put forward. To solve the imbalance of urban and rural education resources, we can explore the “wisdom + education” project and deploy AI education solutions in rural areas with policy guidance and financial support. The key to promote the reform of intelligent education and teaching lies in the construction of artificial intelligence education teacher training system, which not only improves teachers ‘AI application ability but also cultivates their ability to integrate artificial intelligence thinking into teaching design, thus fundamentally promoting the intelligent transformation of vocational education.

Conclusion

Mankind is facing an era of rapid development of science and technology. The world today is undergoing major changes unseen in a century, and our lives are also undergoing earth-shaking changes. The integration of science and technology, nature, and the entire human society is accelerating. Artificial intelligence not only extends human physical and mental power, but also brings human beings into a new brand world full of unknowns. The integration of artificial intelligence and education can lead human education to the peak of wisdom, explore the potential of students, the education and teaching ability of teachers, and the degree of intelligent education in schools, all of which depend on our exploration of the unknown and unremitting efforts. Big data is already an inevitable trend in the development of the information industry. Big data has now slowly penetrated into our lives, such as the popular taxi-hailing software, the establishment of three-dimensional communities, and the use of big data in certain industries engaged in production and sales to optimize Scale and maximize benefits. The era of big data is based on cloud computing. To realize big data, many related hardware devices must be updated. Information processing systems, information transmission systems, information feedback systems, and information decision-making systems will all face new challenges. The undergraduate education industry also needs to readjust the industrial structure. At present, the reform of the new curriculum is underway, and the country is vigorously promoting quality education. Vocational undergraduate education teachers are the main executors of the fundamental task of “cultivating morality and cultivating people.” Strict, positive personality vocational undergraduate education teachers are very necessary. The construction of the teaching staff of vocational undergraduate education in colleges and universities directly affects the development of the overall education in colleges and universities and then affects the development level of the entire educational undertaking. Building a high-quality professional undergraduate education teaching team is a complicated project, which requires the joint efforts of all aspects of society to create a favorable environment for the construction of vocational undergraduate education teaching team.

Although this paper tries to solve the problems faced by vocational undergraduate education by combining cutting-edge technology, there are still some deficiencies. First of all, the depth and breadth of data use need to be expanded, and future research should include more dimensions of educational data to achieve more accurate teacher evaluation and teaching strategy adjustment. Secondly, the analysis of the application limitations of artificial intelligence in education is not comprehensive enough, and future research needs to explore ethical and technical challenges such as algorithm bias and privacy protection in depth to ensure that technological progress and educational fairness go hand in hand.

Looking forward to the future, with the continuous progress of technology, the intelligent transformation of vocational undergraduate education will be a continuous exploration process. Research should focus on how to use emerging technologies such as blockchain and edge computing to further ensure the security and transparency of educational data, and how to promote educational exchanges and cooperation on a global scale by building a more open educational resource sharing platform. At the same time, paying attention to the improvement of teachers artificial intelligence literacy is not only the mastery of technical tools but also the cultivation of teachers’ ability to promote teaching innovation and improve teaching quality by using technology, laying a solid foundation for the long-term development of vocational undergraduate education.

Footnotes

Conflicting interests

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

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