Competency-based education is one of the many important educational objectives in the cultivation of senior vocational talents. In the past education model, the importance of achievement is greater than ability. Teachers rely on the scores of test papers to classify students' grades. Competency-based education has changed this situation very well, paying special attention to students' ability training. This paper mainly studies how to better promote the reform and innovation of English teaching in higher vocational colleges and strengthen students' learning ability and vocational skills while ensuring students' ability development.

The "chain length system" is a breakthrough attempt made to adapt to the needs of industrial management under the new development pattern of dual circulation and its industrial policy form. The cultivation of cross-border e-commerce talents in vocational colleges has received much attention. Currently, there are still many problems in the construction and teaching mode of cross-border e-commerce courses in vocational colleges, which are highlighted as the disconnection between course offerings and industry needs, low practical value of course content, low professional literacy of graduates, and inability of graduates to handle practical work. Therefore, it is crucial to construct and innovate a golden course for the development of cross-border e-commerce careers in the new era, focus on strengthening and supplementing the cross-border e-commerce talent chain, and open up the "last mile" of the cross-border e-commerce talent chain, so as to  improve the specifications and quality of talent cultivation. Starting from the pain points and difficulties of industry enterprise demand, curriculum teaching patterns, characteristics, and main contradictions as breakthrough points, we will carry out the construction of golden courses, using "task driven", "module teaching", "project teaching", "project incubation", "achievement recognition", and "point exchange" throughout the entire teaching process, in order to enhance the core competitiveness of cross-border e-commerce talents and serve the chain leader system in the Guangdong Hong Kong Macao Greater Bay Area.

This research focuses on the construction of the competency of “Double-qualified” teachers in higher vocational colleges. Through comprehensive literature analysis, in-depth interviews and questionnaire surveys, a competency model covering three dimensions, namely personality charm, teaching literacy and practical skills, has been successfully established. This model provides a scientific basis for higher vocational colleges in teacher selection, performance evaluation and professional training, and particularly emphasizes the importance of teachers’ cultivation of students’ practical abilities and professional qualities in the context of vocational education. The research reveals that these three competency dimensions are interdependent and jointly influence teachers’ educational and teaching achievements as well as students’ career development.

China’s graduate quality management system is designed to ensure that students possess the necessary skills, knowledge, and competencies for future success. This system is rooted in China’s ambitious educational reforms aimed at cultivating a highly skilled workforce to drive economic growth and innovation. Effective graduate quality management significantly impacts employment levels, training models, and national policy formulation. This study investigates the quality management approaches of 56 vocational institutions in Yunnan Province using a 5-level questionnaire and a quantitative research methodology. A sample of 556 individuals was selected through stratified random sampling. Exploratory factor analysis identified five primary components of the quality management model: College graduate quality (mean = 4.56, SD = 0.49), teaching quality (mean = 4.39, SD = 0.42), hardware environment (mean = 4.38, SD = 0.44), social support (mean = 4.37, SD = 0.42), and job satisfaction (mean = 4.38, SD = 0.42). College graduate quality and teaching quality were the most influential factors, while hardware environment, social support, and job satisfaction had lesser impacts.