Nowadays, customer service in telecommunications companies is often characterized by long waiting times and impersonal responses, leading to customer dissatisfaction, increased complaints, and higher operational costs. This study aims to optimize the customer service process through the implementation of a Generative AI Voicebot, developed using the SCRUMBAN methodology, which comprises seven phases: Objectives, To-Do Tasks, Analysis, Development, Testing, Deployment, and Completion. An experimental design was used with an experimental group and a control group, selecting a representative sample of 30 customer service processes for each evaluated indicator. The results showed a 34.72% reduction in the average time to resolve issues, a 33.12% decrease in service cancellation rates, and a 97% increase in customer satisfaction. The implications of this research suggest that the use of Generative AI In Voicebots can transform support strategies in service companies. In conclusion, the implementation of the Generative AI Voicebot has proven effective in significantly reducing resolution time and markedly increasing customer satisfaction. Future research is recommended to further explore the SCRUMBAN methodology and extend the use of Generative AI Voicebots in various business contexts.

Vocational colleges should not only cultivate highly skilled talents, but also improve the comprehensive quality of students. The cultivation of students' comprehensive qualities cannot be separated from the efforts of schools, counselors, and every course teacher. Vocational education is different from undergraduate education, and finding a teaching model suitable for students in vocational colleges is particularly important. The integrated teaching model proposed in this article integrates theory and practice, and the entire teaching process is integrated into curriculum ideological and political education. In order to ensure teaching effectiveness, teachers participate and supervise the entire process, aiming to cultivate students' ability to unite and assist, solve problems, and express language skills, self-learning abilities, etc., so that students can truly become a comprehensive and high-quality talent.

With the requirements of New English Curriculum Standards, English teaching has shifted towards organising content thematically, focusing not only on the transmission of linguistic knowledge but also on the improvement of students' comprehensive quality during language learning. This evolution undoubtedly raises higher demands on English instruction. Unit-based integrated teaching, as an innovative pedagogical model, is characterised by its holistic, interconnected, progressive, and comprehensive features. It can help students to build a correlated knowledge network facilitates the establishment of connections between disparate pieces of knowledge, deepens students' understanding and enhances their retention, improves their overall linguistic competence and learning ability, so as to foster the comprehensive development of core literacy. Therefore, this article takes the teaching of English in compulsory education as an example, and explores and elaborates on the design and implementation path of integrated teaching of English units under the new curriculum standards from four aspects: teaching objectives, teaching content, teaching process, and teaching evaluation, in order to provide reference for promoting integrated teaching of English units in compulsory education.