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This study aims to design a self-adjusting learning strategy for the pre-service teachers' cross-disciplinary teaching professionalism in order to adjust to the 107 Curriculum Reform and Industry 4.0. Experimental teaching in a self-adjusting learning strategy training program is given herein. The teaching is aimed at exploring the impact of the course on pre-service teachers' cross-disciplinary teaching professionalism. The sample for the study included 64 pre-service teachers in an unequal pre-and post-test control group. Research tools included the cross-disciplinary teaching professional behavior scale. The conclusions were: 1. After the teaching, the pre-service teachers of the experimental group showed significant improvement in the areas of "curriculum development and design", "pro-teacher communication" and "professional leadership" in the cross-disciplinary teaching specialization. 2. Of the pre-service teachers in the experimental group, 87.2% had a positive attitude to self-adjustment curriculum teaching.

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The study aims to understand that the vocational teacher responds to the teaching needs of the literacy-oriented teaching of the 12-nation new curriculum. It is important of the impact of the new curriculum on teaching and the schools' literacy-oriented teaching contents. In order to achieve this goal, this study uses a number of case studies to understand the views of teachers and vocational education experts on the teaching and needs of the 12-nation new curriculum. The result of vocational teachers' literacy-oriented teaching need was "course conversion" (30%), "curriculum development and design" (24%), "Education practice" (16%), "Student assessment" (12%), "Parental communication" (10%) and "Professional leadership" (8%). In order to understand the practical difficulties that vocational teachers may face and the measures that can provide professional teaching, and propose in-service teachers' learning activities. It is important to effectively cultivate teachers' professional-oriented teaching professional ability. Index Terms-Literacy-oriented teaching, 12-nation new curriculum, transformative learning, teaching decision-making. Education(TSSCI), Quarterly curriculum and Instruction(TSSCI). Her research interests are focusing on three major areas: (1) The e-learning, teaching mechanism and cognition change process of tertiary education.(2) The teaching excellence mechanism effect and recognition change effect of tertiary teachers.(3) Entrepreneurship education and internship curriculum development and experiment of tertiary education program. Her publications are available at:

The purpose of this study is to develop the ‘Teachers’ Efficacy Perceptions of the AI-based Teaching Applications (TEP-AITA) scale’ and to describe the analysis of the background variables and the differences between six factors in the application of an Artificial Intelligence (AI) teaching efficacy perceptions questionnaire. In total, 714 vocational senior high school teachers participated in random and cluster sampling in Taiwan. The results showed that the internal consistency reliability of the measure was .988 and that the reliability of the six subscales was .975, .971, .981, .976, .972, and .967. The results found that TEP-AITA scale included ‘Resource support’, ‘Innovative teaching’, ‘Cross-disciplinary’, ‘Professional learning’, ‘Learner demand’, and ‘Self-reflection’. ‘Cross-disciplinary’ and ‘Learner demand’ were highly rated, while ’Resource support’ was low. This study analyzed the differences in the perceived efficacy for AI-based teaching applications among teachers according to their background variables, such as their gender, current position, school attributes, teachers’ seniority, and application AI teaching experience. The research results on teacher background factors and the six factors of the TEP-AITA scale could be provided to education units for the active promotion of AI information technology teaching and training.