Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows.  However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons.  In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team.  Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum.  Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.

This study proposes a sustainable innovation model for science and technology-based small and medium enterprises (SMEs) using grounded theory in the Chinese context. Five SMEs, referred to as ‘science and technology small giants’, were chosen as sampling cases to gather information for the grounding procedure to provide insights into successful science and technology-based SMEs. The model illustrates possible development paths for science and technology-based SMEs seeking to progress towards sustainable innovation and is potentially generalisable to SMEs in other industries, offering empirical insights to corresponding enterprises that seek innovative enhancement especially in developing countries. The results suggest that the innovation team, innovation principles, and an innovation base are indispensable elements to consider. Building teams with innovative human resources under the guidance of a clear system of principles can largely maximise the efficiency of creative talent and thus advance continuous innovation outcomes. An innovation base is also indispensable to reduce primary defects in initial investment, networking, supply chains, and market reputation.

Knowledge of economics is becoming essential for citizens to adapt to economic life. Against this backdrop, the economic education of young people in the general education system has, in recent years, assumed greater importance at the level of education policy in many countries. For this reason, an empirical study was conducted in Austria, India and China. The survey tool examines the economic knowledge, self-assessment, personal interest, and attitude towards economic topics among pupils who are about to finish lower secondary school. The findings are presented and compared based on the respective education system and cultural background. The results demonstrate the feasibility of measuring economic knowledge in a standardised way across three different countries. From a comparative perspective, the results indicate the differences in implementing economic education in compulsory education in these countries and that it is critical to exchange good practices and cooperate for innovation to improve the economic education.

The digital transformation of the working world has been bringing profound impacts on German vocational education and training (VET). This study analyzes the challenges that German VET is experiencing in the context of digitalization as well as the strategies to overcome these challenges. Based on the concept of sustainable cooperation between vocational schools and companies, this study proposed a theoretical framework for preserving the sustainability of VET in the digital era from three dimensions: the capability of industrial service, attractiveness, and adaptability. Meanwhile, through the content analysis method applied to the study of official research and statistical reports, policy documents, journal articles, etc., three key challenges for German VET are found: the insufficient service capacity of German VET for industrial digitalization, the decreasing attractiveness of VET, and the low level of application of digital competencies. German federal agencies have developed multiple strategies in response, including (1) strengthening the capability of training digital talents through the modernization of the training regulations and framework curricula in 2021; (2) reshaping VET as a more promising track for individuals via information support and expanding development pathways; (3) enhancing the willingness to participate in and the capacity to provide vocational training of companies through financial measures; (4) promoting the digital transformation of VET through the financial support of projects and development of practical assistance.