This study confronts the persistent challenges of homogeneity and imprecision in the professional development of "dual-qualified" teachers within higher vocational education. We investigate how big data can serve as a catalyst for genuinely personalized growth by introducing a framework built upon a cycle of data collection, analysis, diagnostic evaluation, and tailored path recommendations. By drawing on multi-source data to create a detailed competency profile for each educator, our model pinpoints specific skill deficits and dynamically generates corresponding development tasks. A pilot case study demonstrated the model's potential to ignite teachers' intrinsic motivation for advancement. However, the practical application also surfaced formidable hurdles, including the difficulty of acquiring comprehensive data, a palpable crisis of trust, and steep technical barriers. We conclude that while big data is a powerful lever for personalization, its ultimate success is contingent not only on technical and logistical solutions but, more critically, on establishing an incentive-compatible governance system that rebuilds trust. This requires a pedagogical shift: guiding teachers from being passive training recipients to becoming proactive architects of their own professional journey.

Yiyao Zhang. Research on the Personalized Growth Path for "Dual-Qualified" Teachers in Higher Vocational Colleges Empowered by Big Data. Frontiers in Educational Research (2025), Vol. 8, Issue 9: 43-48. https://doi.org/10.25236/FER.2025.080908.

[1] Hu Weifen. Introduction to Research on the Construction and Enhancement Strategies of Core Competency Quality Model for Young Teachers in Higher Vocational Colleges [J]. Vocational Education Communication, 2024, (07): 113.

[2] Sun, C., & Jin, Y. (2025). An analysis of influencing factors on the learning motivation of mature teachers: A system dynamics perspective. Journal of Teacher Education, 12(1), 9-19.

[3] Qin, Z., Chen, X., & Tu, G. (2025). Design and application of teacher digital portraits for management decision-making. China Information Technology Education, (12), 76-80.

[4] Zhang, X., & Tang, Y. (2025). Guiding teacher growth with the spirit of the educator: Intrinsic logic, contemporary value, and practical paths. Heilongjiang Higher Education Research, 43(8), 7-14.

[5] Hou, N. (2025). The construction and implementation path of a developmental evaluation system for "dual-qualified" teachers in higher vocational colleges. Modern Vocational Education, (11), 73-76.

[6] Yang, S. (2024). Construction of a professional competency model for "dual-qualified" teachers in higher vocational colleges. Contemporary Vocational Education, (3), 82-91.

[7] Dong, L. (2024). A study on the cultivation paths for "dual-qualified" teachers in vocational colleges from the perspective of new quality productive forces. Education and Teaching Forum, (50), 45-48.

[8] Luo, Y. (2024). Dilemmas and paths for the construction of "dual-qualified" teacher teaching innovation teams in the context of high-quality development. Vocational and Technical Education, 45(20), 57-60.

[9] Hong, L., & Liang, H. (2023). A study on the certification system and implementation path for "dual-qualified" teachers in higher vocational colleges: Based on a survey of 68 "Double High-level Plan" institutions. Vocational and Technical Education, 44(34), 46-52.