An Exploration of Teaching Reform Integrating Internet Mindset into Vocational Undergraduate Business Administration Education

Abstract

This study addresses the adaptability challenges faced by vocational undergraduate business administration education in the digital business environment and explores pathways for teaching reform guided by the Internet mindset. By analyzing the reconstructive effect of the Internet mindset on knowledge production and its inherent tension with the existing educational model, it demonstrates the logical foundation for their convergence in terms of paradigm and competencies. Subsequently, it systematically constructs a teaching reconstruction framework: updating course content through dynamic interactive modules; innovating teaching methods via iterative and distributed collaboration; and establishing an evaluation system focused on user orientation and data-driven insights. The research also examines supportive systems such as teacher transformation, digital environments, and cultural reshaping, while reflecting on the boundaries of integration and challenges to sustainability, thereby providing a systematic framework for the transformation of educational paradigms.