Evolution of English Textbook Content in China’s Higher Vocational Education: A Curriculum Standards Perspective

Abstract This paper investigates the historical evolution of public English textbook content within China’s Higher Vocational Education (HVE) system from approximately 1993 to 2023, viewed through the lens of curriculum standards reform. Textbooks, as primary carriers of curriculum intentions, play a crucial role in vocational talent cultivation, yet systematic diachronic studies linking their content evolution to specific standard reforms remain scarce. Employing historical research, content analysis based on a multi-dimensional framework (including guiding ideology, themes, language skills, vocational elements, nurturing functions, and task design), and comparative methods, this study analyzes representative HVE public English textbooks across four distinct periods defined by key national curriculum standard documents (promulgated in 1993, 2000, 2012, and 2021). The findings reveal a clear evolutionary trajectory: an initial focus on foundational skills and preliminary application shifted towards quality-oriented education and knowledge updates, then strongly emphasized vocational competence, and most recently moved towards a competence-based orientation integrating nurturing functions, international perspectives, and digital literacy. The analysis demonstrates that curriculum standards have served as the primary driving force shaping textbook content, while also reflecting the interplay of broader policy shifts, socio-economic demands, and evolving pedagogical theories. This research contributes a systematic historical perspective on Chinese HVE English textbook development, offering insights for current curriculum and materials design, policy implementation feedback, and providing a valuable case study for international comparison in vocational education.