Introduction

The evolution of teaching evaluation standards in the education sector, combined with the swift advancements in information technology and the knowledge economy, has dramatically reshaped the landscape of Business English curricula1. This foundational shift in the curriculum necessitates an alignment of teaching methodologies with the ever- evolving demands of the field. Historically, the development of Business English curriculum has played an important role in shaping educational approaches, reflecting the changing needs of the business environment. The emerging trend in curriculum development emphasizes structuring teaching design around the Business English discipline, with a focus on the cultivating of core competencies within this ___domain. This represents a paradigm shift, moving away from a sole concentration on discipline content towards a necessary restructuring based on core competencies within the discipline.

While significant contributions have been made in understanding core competencies in various disciplines, such as Medical disciplines2,3,4, Tourism industry studies5, Bioengineering, Biomedical engineering6, and Business and management studies7, there remains a nnotable lack of research focusing on the development of core competencies among students in the English for Specific Purposes (ESP) field, particularly within Bjusiness English disciplines in higher vocational colleges (HVCs). Compared with undergraduates, the English foundation and learning motivation of Business students in HVCs are relatively weaker8. Besides, the professional competencies of business English majors in HVCs cannot meet the actual needs of employers9,10. Therefore, studying the core competencies of this particular group has certain practical significance.

To assess the core competencies of Business English students in Chinese HVCs, a questionnaire survey was conducted involving 394 students from five institutions. The analysis revealed substantial disparities in core competency development, particularly across gender and academic grades, within the defined dimensions of competence indicators. These disparities emphasize the need for tailored educational interventions to address inadequacies in the current development of these competencies. By pinpointing areas for improvement, this study offers educators and institutions valuable guidance to optimize teaching methodologies and curriculum design, thereby better meeting the needs of Business English students in HVCs and aligning them with the evolving societal and entrepreneurial demands. The paper is structured as follows: Sect. “Introduction” provides an overview of the research background and significance; Sect. “Literature review” presents a literature review; Sect. “Methodology” outlines the methodology, including the core competency model, research design, and data collection; Sect. “Results and discussion” presents survey results and discusses findings; and Sect. “Conclusion” concludes with key findings, limitations, and recommendations for future research.

Literature review

HVCs in China are institutions designed to offer specialized, practical education aimed at preparing students for immediate employment in various industries. The typical duration of studies for Business English majors in these institutions is three years, during which students acquire a blend of linguistic and business skills. Given China boasts the largest population of ESP students globally11,12, and recognizing that students in HVCs generally exhibit lower learning motivation and academic achievement compared to undergraduates8,13, conducting research on this particular group holds considerable significance.

The concept of “core competency” embodies the fusion of social skills, motivation, and personality traits, directly correlating with professional success and overall life achievements14 It necessitates a blend of ‘knowing what’ and ‘knowing how’ in real-world applications15,16. Cao emphasizes the substantial educational value embedded within the core competencies of disciplines17, while Shao et al. define it as the critical concept and essential traits attained through the learning, knowledge, and methods within a specific discipline18. This evolution in talent cultivation signifies a transition from the traditional “knowledge + skills” approach to a “Whole-person education” philosophy, emphasizing holistic development, lifelong learning, and robust character formation2,19.

The Chinese Ministry of Education has outlined four key areas of core competency for the English discipline: language proficiency, cultural awareness, thinking skills, and learning abilities20. However, in the realm of Business English, core competency transcends these general proficiencies. It encompasses the unique curriculum requirements, linguistic features, and pedagogical practices of the discipline1,21,22,23. A profound understanding of Business English’s distinct nature is crucial for shaping its core competencies, which integrate both business knowledge and English proficiency to create a unique educational value within an “international business” context. Wang and Jin noted the prevailing focus on language skills over business ability in educational systems24, which may hinder the comprehensive growth of Business English students, emphasizing the importance of holistic development.

In the realm of ethical and professional development, challenges in improving career ethics over time mirror studies emphasizing the intricate nature of altering ethical perspectives and behaviors25,26. Virtue ethics theories emphasize the habitual and character-driven aspect of ethical conduct, suggesting a prolonged cultivation process. Similarly, Jiang27 emphasized that the development of business awareness necessitates a lengthy period of time and professional workplace experiences to fully realize its specific connotations.

Several previous studies have underscored gender disparities in various core competencies related to Business English. Jiang and Al-Shaibani28 and Yu29 reported that female students’ language application ability is better than that of males. Besides, Krefting consistently observed that females demonstrate stronger competencies in business and language domains compared to males, corroborating the broader discourse on gender-based skill variations in academia30. Jesiek have documented higher cross-cultural competency among female students31. This gender discrepancy points to an important area of inquiry into how cultural awareness and adaptability can be effectively nurtured within educational settings32,33,34.

Furthermore, research by Marzban and Barati34 and Ülger and Morsünbül35 reported that the high thinking and learning competency among female students are higher than that of male students. Workplace competency is an important part of measuring the core competency of college students36,37. The documented higher workplace competencies among female students, emphasize the potential for educational interventions to further enhance these abilities35.

In summary, the core competencies of Business English encompass proficiency in conducting business activities within the realm of business and management, mastery of cross-cultural communication, practical application of Business English, critical and innovative thinking skills, as well as the ability for self-directed learning38. These competencies collectively define the essence of Business English and set it apart from general English proficiency, highlighting its distinctiveness in terms of curriculum, language, and pedagogy. Accordingly, this study was designed to answer the following research questions:

  1. (1)

    What are the components of core competencies of Busniess English students in HVCs?

  2. (2)

    What are the differences among the core competencies development among Business English students including gender and academic grades?

Methodology

Theoretical framework

The theoretical framework of this study is grounded in the concept of competency-based education (CBE) and the specific application of this framework to Business English education. The CBE approach, which emerged in the 1960s, aims to align education with real-world skills and has since been widely adopted in global education systems39. This framework emphasizes the mastery of specific knowledge, skills, and attitudes required for effective performance in a particular field40.

In the context of Business English, the CBE framework aligns perfectly with models that define specific competencies in areas such as business and language, cross-cultural understanding, and thinking and learning skills. This alignment is supported by reports from UNESCO and the Organization for Economic Co-operation and Development (OECD), which highlight the importance of competency-based learning41.

Furthermore, this study builds upon the comprehensive framework for the core competencies of Business English proposed by Jiang37. This framework integrates the specific demands of the English discipline with the essential skills and knowledge necessary for success in the field of Business English. Jiang’s approach not only emphasizes linguistic proficiency but also emphasizes the importance of cultural awareness, business etiquette, and cross-cultural communication abilities.

Model construction

Based on Jiang’s37 framework and the talent cultivation concept of “knowledge-based, ability oriented, thinking first, and culture as essence” proposed by Wang and Cui42, this study put forward a model of core competency of Business English students which includes four dimensions of business and language competency, cross-cultural competency, thinking and learning competency, and awareness of Business workplace. The four dimensions were further subdivided into twelve sub modules (elements). The dimension of business and language competency consists of three sub modules: business theoretical knowledge, language application ability and business implementing ability; the dimension of cross-cultural competency consists of Chinese and Western cultural knowledge, cross-cultural business communication ability and cross-cultural awareness; the dimension of thinking and learning competency consists of four sub-modules: critical thinking ability, innovative thinking ability, autonomous learning ability and cooperative learning ability; the dimension of awareness of Business workplace consists of two sub modules: career ethics and business awareness (Fig. 1). The model proposed in this study comprises four primary dimensions as follows:

Fig. 1
figure 1

The model of core competency for business English studies.

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Questionnaire design

The questionnaire is divided into two main sections. The first section, aimed at gathering essential information about participants, focuses on participant demographics, including gender and academic grade. This initial segment provides a foundational understanding of the respondents.

The second section focuses on assessing the core competencies of Business English students. To achieve this, we have adapted a questionnaire inspired by Jiang37. This questionnaire is structured into four major parts and 12 minor parts, totaling 48 items. Respondents are asked to rate their level of agreement with various statements utilizing a five-point Likert scale: “very consistent,” “relatively consistent,” “neutral,” “relatively inconsistent,” and “very inconsistent.” These options are assigned corresponding scores of 5, 4, 3, 2, and 1, respectively.

By indicating their level of agreement with each item, respondents generate scores for four distinct dimensions and 12 specific indicators. This structured approach allows for a thorough assessment of Business English competency, providing valuable insights into the respondents’ skills and proficiency.

Pilot test

Demographic statistics

To ensure the rationality of the questionnaire design, we invited five professors specializing in Business English to evaluate the content after its initial design Based on their feedback, we adjusted the questionnaire content accordingly. For the testing phase, we employed a convenience sampling method, as suggested by Ornstein43 and Tashakkori et al.44. Our survey respondents were Business English students from five HVCs in Guangdong province of China. Informed consent was obtained from all respondents prior to participation. Ethical approval was obtained from the Guangdong Mechanical and Electrical Polytechnic (No: GD20220216), and the study was conducted in accordance with the college’s research ethics guidelines. The basic information collected during the pilot test includes gender, college characteristics, and grade. We collected 153 valid initial questionnaires using Questionnaire Star, an online questionnaire platform, To assess the reliability of questionnaires, we used SPSS 21.0 software. The basic demographic statistics are presented in Table 1 below.

Table 1 The demographic statistics of respondents tested with the initial scale (n = 153).
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Reliability test

Reliability refers to the consistency and stability of the measurement results, meaning that the test results should accurately reflect the stable and consistent characteristics of the subjects. Cronbach’s Alpha is a commonly used indicator for assessing reliability. Generally, a coefficient “a” greater than or equal to 0.7 indicates good reliability, while a coefficient “a” greater than 0.8 suggests excellent reliability45. During the reliability test, if Cronbach’s alpha is less than 0.7, we may consider deleting an item based on Corrected Item-Total Correlation (CITC). Specifically, in reliability analysis, if the CITC value was less than 0.4 and Cronbach’s alpha increased after deleting the item, then we may consider removing that item.

Using SPSS 21.0 software, we tested the reliability of four major dimensions: business and language competency, cross-cultural competency, thinking and learning competency, and awareness of business workplace were tested. The results showed that the Cronbach’s alpha values of the three indicators of business and language competency were greater than the recommended 0.7 (see Table 2).

Table 2 The reliability test of business and language competency(n = 153).
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Regarding the three indicators of cross-cultural competency, we found that only the Cronbach’s alpha value for the cross-cultural business communication ability indicator exceeded 0.7. However, the Cronbach’s alpha values for both Chinese and Western cultural knowledge indicator and the cross-cultural awareness indicator were below the recommended threshold of 0.7 (see Table 3).

Table 3 The reliability test of cross-cultural competency(n = 153).
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Upon examining the CITC values for the two dimensions, we noticed that the values for question no.14 (respecting other countries’ culture and appreciating their own culture when communicating with foreign friends) and question no.23 (offering courses of critical thinking or having received critical thinking training) were both below 0.5. When these two items were removed, the Cronbach’s Alpha valuess increased and surpassed the recommended threshold of 0.7. Consequently, the Cronbach’s alpha values for all four dimensions of thinking and learning competency were greater than the recommended value of 0.7 (See Table 4).

Table 4 The reliability test of thinking and learning ability(n = 153).
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The Cronbach’s alpha values of the two dimensions of awareness of business workplace were both greater than the recommended value of 0.7 (SeeTable 5).

Table 5 The reliability test of competency of business workplace (n = 153).
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Actual survey

Basic demographic statistics

In this large-scale survey, we recruited Business English students from five HVCs in Guangdong Province as survey respondents. These HVCs were selected to cover various factors, including different levels (two public colleges and three private colleges), diverse college characteristics (liberal arts, science, and comprehensive), and varing grades (from first to third year). Taking these factors into account, we adopted a mixed method of purposive and convenient sampling to select Business English majors as respondents. Informed consent was obtained from all subjects and/or their legal guardians prior to their participation in this study. The participants were provided with detailed information about the study, including its purpose, procedures, potential risks, and benefits. They were also informed of their right to withdraw from the study at any time without penalty. After refining the questionnaire items through a pre-test, we formally distributed 450 questionnaires via Questionnaire Star and collected 394 valid responsess, resulting in an effective response rate of 87.5%. Before proceeding with data analysis, we conducted factor analysis on the questionnaire to assess its validity. The demographic statistics of the respondents are shown in Table 6.

Table 6 The demographic statistics of respondents in actual survey (n = 394).
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Reliability test

SPSS 21.0 was utilized to assess the reliability of four dimensions: business and language competency, cross-cultural competency, thinking and learning ability, and business workplace quality. Subsequently, a reliability test was conducted for 12 indicator within these four dimension. The results showed that the “CITI” for all items exceeded the recommended threshold of 0.4. Additionlly, the Cronbach’s value for four dimensions and the 12 indicators were all higher than the recommended value of 0.7 (see Table 7). These findings indicate that each dimension and indicator possesses good reliability, as supported by Jiang and Al-Shaibani28.

Table 7 The Cronbach’s alpha value of four dimensions (n = 394).
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Validity test

After conducting the reliability test of the scale, the next step is to assess its validity. The validity test aims to evaluate the effectiveness of the questionnaire. To examine the construct validity of the Business English Core Competency Scalre, both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)were employed. Foe the EFA. We use SPSS 21.0. Before performing the EFA, it is essential to conduct Kaiser-Meyer-Olkin (KMO) test and Bartlett’s test of Sphericity. These tests help determine whether the scale is appropriate for factor analysis. Specifically, a KMO valuegreater than 0.7 and a significant Chi Square value (p < 0.05) in Bartlett’s test of Sphericity indicate that the scale is suitable for factor analysis.(See Table 8).

Table 8 The test of KMO and Bartlett.
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To explore the construc validity of the four major dimension of Business English discipline core competency, which encompass twelve minor dimensions, we conducted a Bartlett’s test of sphericity on these major dimensions. The results revealed that the KOM values for the four tests were 0.916, 0.926, 0.918, and 0.930, respectively. These values surpassed the recommended threshold of 0.7, indicating that the four major dimensions are well-suited for EFA. Next, we employed Principal component analysis (PCA) to extract factors from the four major dimensions. The factor loadings (b-sub load) for all major dimensions were greater than 0.5, and no cross-loading of factors was observed. These findings indicate that that each major dimension exhibits strong construct validity.

Confirmatory factor analysis

To verify the rationality of the questionnaire structure, Confirmatory factor analysis (CFA) is conducted using structural equation modeling (AMOS) software. The core competency model of Business English programme in this study is consists of four major dimensions and twelve minor level indicators. To test this model, a two-level, three -factor model is constructed using AMOS.

Using AMOS 21.0 software, the CFA results for the four major dimensions-----business and language competency, cross-cultural competency, thinking and learning competency, and awareness of business workplace---- show that the fitting indicators fall within the recommended range. Furthermore, the path coefficients of all items exceeded 0.5, indicating that the four dimensions possess good validity.

In conclusion, the questionnaire demonstrates strong reliability and validity. Therefore, the survey results can accurately reflect the business and language competency, cross-cultural competency, thinking and learning competency, and awareness of business workplace of Business English students.

Results and discussion

Statistical results of four dimensions

To begin, we assigned numerical values of 0, 25, 50, 75, and 100 to the five items in the questionnaire. After sorting through the responses, we obtained 394 valid questionnaires, By summing the scores for the relevant itmes, we calculated the scores for each of the four dimensions: Business and language competency (A), cross-cultural competency (B), thinking and learning competency (C), and awareness of Business workplace (D). The results are presented in Table 7.

Table 9 Scores of four dimensions and 12 secondary modules from freshmen to Juniors.
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Our analysis in Table 9 provides valuable insights into the development of core competencies among Business English students. The scores across the four major dimensions show minimal variation, with the highest being 71.8 in Business and language competency and the lowest at 68.4 in thinking and learning competency. The remaining scores exceed 70, indicating a generally satisfactory level of core competency development. This positive trend aligns with a broader shift in talent cultivation from a “knowledge + skills” paradigm to a “Whole-person education” philosophy, which emphasizes holistic development, lifelong learning, and character formation2,19.

The narrow score gap and overall high performance suggest potential for further enhancing these core competencies. Adopting a whole-person education approach can help educators not only improve specific skills but also foster crucial attributes such as critical thinking, adaptability, and ethical decision-making. This holistic approach is essential for navigating the complex business landscape and ensures that students are equipped with a well-rounded set of skills and attributes necessary for success in both academic pursuits and future careers. In conclusion, while the current state of core competency development is encouraging, there is room for refinement and enhancement, and embracing a whole-person education philosophy may serve as a catalyst for achieving this goal.

When comparing the development of Business English core competency between males and females, we found that females score 71.6, which is significantly higher than the 68.5 scored by males. Further analysis revealed that females outperformed in every aspect of competency, with the largest gap being 5.1 points in language application ability. This finding aligns with previous research28,29, which suggests that females generally excel in language application.

Regarding grade level, we discovered that junior students had the highest core competency development level, scoring 75.4, which is notably higher than 70.2 scored by freshmen. This indicates that Business English students experience significant growth in their core competency over time. Although junior students’ core competency was slightly lower than that of sophomore students, it is worth noting that juniors have fewer courses due to hunting and thesi design, which may result in reduced intensity of professional knowledge and ability training. As shown in Table 7, the biggest gap between junior and sophomore students is in Business and language competency.

Compared to the other three dimensions, Business and language ability is the quality that can be most rapidly improved through daily course teaching and traning. Consequently, if this aspect is neglected in practice, it tends to decline rapidly. In contrast, thinking and learning competency appears to be more stable. Overall, the four dimensions of sophomores and juniors have shown improvement compared to freshmen, highlighting the positive effect of professional education on students’ discipline growth.

Business and language competency

Table 9 reveals a significant improvement in students’ Business and language competency dimensions, with a notable 4.1 point increase from freshment to juniors. This advancement reflects a common trend in educational progress, as highlighted by Garrett et al.45.

When examining the dimension of business and language competency from a gender perspective, we found that the gap between males and females is the largest, with females performing significantly better than males. Among the three secondary indicators of Business and language competency, language application ability received the highest score (76.8), while Business ability scored relatively lower (70.4). Our findings align with previous studies which also identified gender disparities in business and language competency. The notable gender gap, with females exhibiting stronger competencies compared to males, contributes to the broader discussion on gender-based skill variations in academia, as discussed by Krefting31.

To some degree, the persisting situation where “English is prioritized over business” can be understood. Furthermore, it highlights the necessity of enhancing and refining business activities abilities within both professional instruction and real-world work contexts27. Analysing the specific secondary indicators reveals a shared development pattern between Business theoretical knowledge and language application ability: junior students excel with the highest (71.4 for knowledge, 73.2 for ability) and demonstrate the fastest growth rate. Notably, the marked difference in Business Activities Ability between freshmen (69.0) and junior students (73.8) emphasizes the distinct developmental stages of core competencies. Among junior students, the score for language application ability (76.8) surpasses that of business theoretical knowledge (72.0). This significant disparity, where language application ability outsrips business implementing ability, resonates with Wang and Jin’ study24, emphasizing the prevalent emphasis on language skills at the expense of business ability in current education practices. This trend suggests an imbalance, indicating a need to adjust the educational focus towards achieving a more equitable balance between language and business skills.

This imblance presents an opportunity to reassess teaching methodologies that can effectively integrate language and business skills. The substantial advantage in language application ability over Business theoretical knowledge among junior students underscores the importance of incorporating practical, business-oriented applications into the curriculum. This resonates with the recommendations made by Kolb46, who advocate for experiential learning as a means of bridging the gap between theory and practice.

Cross-cultural competency

Overall, female students exhibit higher levels of cross-cultural competency compared to male students, and junior students outperform lower grade students in this area. Specifically, the scores for cross-cultural competency among freshmen, sophomores, and juniors are 71.1, 70.9, and 74.1, respectively, with a notable difference between sophomores and juniors These disparities align with established research on gender and academic progression, as documented by studies such as Henkel47, which consistently report higher cross-cultural competency among female students. This gender discrepancy highlights a significant area for further exploration in understanding how cultural awareness and adaptability are cultivated within educational settings32,33.

While the development levels of cross-cultural competency for freshmen and sophomores are similar, junior students score significantly higher than both lower grades. Among the three secondary indicators of cross-cultural competency, Chinese and Western cultural knowledge receives the highest score (74.6), while cross-cultural business communication ability scores the lowest (71.1). This indicates that most Business English students possess a strong grasp of Chinese and Western cultural knowledge and they demonstrate recognition and respect for other national cultures.

Cross-cultural business communication ability, however, requires not only language knowledge and proficiency, but also the ability to conduct business activities in a cross-cultural environment. As a comprehensive ability that demands a higher overall quality from students, it is relatively challenging to master, resulting in the lowest score. A common feature across the three secondary indicators is that the scores of junior students consistently score much higher than lower grades.

Thinking and learning competency

From Table 7, it is evident that female students score higher than male students in thinking and learning competency, while there is no significant difference in the scores between sophomore and junior students (69.2 for freshmen, 69.3 for sophomores, and 69.8 for juniors). This gender disparity align with established research, as documented by Marzban and Barati34 and Ülger and Morsünbül35, who consistently report higher thinking and learning competency among female students. This gender-based distinction highlights an eimportant area for exploration in understanding cognitive and learning capabilities among students35. The minimal variation in scores between sophomore and junior students may reflect a plateau in cognitive development during the later stages of undergraduate education.

Among the specific secondary indicators, autonomous learning ability scores the highest (70.3), while innovation ability scores the lowest (68.5). This results further confirms that the lack of innovation ability in higher education students has been a long-standing problem, as noted by Chen48, Hang et al.49. and Ma50. Notably, the gap between male students’ innovation ability is the largest (5.1), while the gap in critical thinking ability is the smallest (0.5). This disparity in innovation ability emphasizes the need for pedagogical interventions to foster innovation skills among students.

Junior students demonstrate obvious advantages in innovation ability development (71.6 ), while freshmen’s innovation level is relatively low (68.2). This finding supports the notion that cognitive skills can progress with educational maturation. Among the thinking and learning competency of freshmen and juniors, critical thinking is the best indicator.

Regarding cooperative learning ability, Business English students’s development in each stage is significantly lower than that of other dimensions, indicating that while students are more interested in learning and willing to study, their sense of cooperation is not strong. This is consistent with the characteristics of domestic students’ learning pattern, as highlighted by Wang and Jin24 and Wang and Huang51. The consistently lower lower development in cooperative learning ability among Business English students compared to other dimensions emphasizes cultural and educational patterns.

The score of autonomous learning ability of Business English majors is the highest (70.3) among the four secondary indicators. Junior students score the best in autonomous learning ability (70.6), followed by sophomores (68.2), while sophomore students score the lowest (67.1). The indicators of students’ thinking and learning ability remain basically stable in the second and third year of college, with an overall trend on the rise. This aligns with educational theories emphasizing the progressive nature of learning and cognitive development over the academic years.52

Awareness of business workplace

Overall, females scored significantly higher than males in the dimension of awareness of the business workplace, aligning with estabilished research findings ducomented by Marzban and Barati34 and Ülger and Morsünbül35. This gender disparity emphasizes the importance of exploring how ethical and professional competencies manifest within different student groups, as emphasized by Marzban & Barati34.

The awareness of Business workplace comprises two secondary indicators: career ethics and business awareness. Notably, the score for career ethics (74.6) surpassed that of business awareness (71.3). The scores across the three academic years were relatively close, indicating that the development level of career ethics of freshmen to junior students remained consistent from freshmen to junior students. This also suggests that ethics or morality is an internalized knowledge and criterion, as supported by research from Sun and Wang53 and Jiang54. Consequently, while professional knowledge can be imparted, ethical conduct may be more deeply ingrained and less susceptible to change over the course of academic progression. This aligns with studies highlighting the difficulty in altering ethical perspectives and behaviors, echoing discussions in virtue ethics theories that emphasize the habitual and character-driven nature of ethical conduct, as noted by Dehghani25 and Doris26.

On the other hand, the cultivation of business awareness requires a certian longer period of time, and its specific connotation needs to be nurtured in a professional workplace, as suggested by Belchior-Rocha et al.36 and Jiang55. As a result, student scores in this dimension were relatively low. However, the score for business awareness was notably higher in the third year, due to the introduction of business professional courses in the sophomore and junior year, which gradually cultivated a more profound business awareness among students.

Theoretical findings

The theoretical finding is grounded in several prominent theories in education and psychology. These theories provide a foundation for understanding the development of various competencies among Business English students.

This study extends the existing theoretical framework of CBE in the context of Business English. The proposed model of core competency for Business English students, comprising four dimensions (business and language competency, cross-cultural competency, thinking and learning competency, and awareness of Business workplace) and twelve sub-modules, contributes to the CBE framework by providing a detailed and comprehensive structure for the development of essential skills and knowledge. This model not only aligns with the CBE approach’s emphasis on specific knowledge, skills, and attitudes but also enhances it by incorporating the cultural and ethical aspects highlighted by Jiang56 and other relevant reports from UNESCO and the OECD. By doing so, this study offers a more holistic and nuanced understanding of the competencies required for success in the field of Business English, thereby enriching the existing CBE framework and providing practical guidance for educators and curriculum developers.

Female students exhibit higher cross-cultural competency than males, and junior students outperform lower grade students. Vygotsky’s sociocultural theory56 posits that higher cognitive functions develop through social interactions and cultural contexts, explaining the progression from lower to higher academic years. The analysis of secondary indicators reveals that cultural knowledge scores are higher than cross-cultural business communication ability, aligning with Hofstede’s cultural dimensions theory57. This theory emphasizes the importance of cultural knowledge in effective cross-cultural communication. The higher score in cultural knowledge might underscore the emphasis on theoretical understanding, while the lower score in cross-cultural business communication ability might highlight the practical challenges in applying this knowledge in real business scenarios.

Female students also outperform males in thinking and learning competency, with no significant difference between sophomore and junior students. Piaget’s cognitive development theory58 suggests that individuals might reach a stage of cognitive equilibrium during college years, explaining the marginal differences between sophomore and junior scores. The development of autonomous learning ability is the highest, while innovation ability is the lowest. Vygotsky’s Zone of Proximal Development explains the progression of cognitive skills with educational maturation. Bandura’s social learning theory59 emphasizes individual differences in learning behaviors and the influence of environmental factors on skill development.

The noticeable elevation in business awareness in the third year corresponds to the introduction of specific business courses during the sophomore and junior years. This progression supports theories of experiential learning, where hands-on exposure in the workplace or specialized contexts fosters a deeper understanding and application of acquired knowledge60. This discussion also aligns with theories of moral development, particularly Kohlberg’s stages of moral development. Kohlberg suggests that ethical development is a gradual process, with individuals progressing through different moral stages that shape their ethical decision-making61.

Conclusion and limitations

To begin, our study offers insights into the curricula of Business English in five HVCs, highlighting a unique blend of focus known as the “Double level” approach. This innovative focus combines Business English linguistic skills—listening, speaking, reading, writing, and translation—with practical business knowledge spanning international trade, customs declaration, and logistics. This blend encapsulates the “explicit” core competencies outlined by Jiang37 emphasizing the practical and technical aspects of the discipline.

Our findings emphasize a prevalent tendency in Business English course selection within HVCs, where utilitarian considerations often overshadow the holistic development of students’ core competencies. This, in turn, may limit students’ capacity to excel in a fiercely competitive field, ultimately impacting their career prospects and advancement opportunities. To rectify this imbalance, we emphasize the critical importance of striking a harmonious balance between competency-driven education and discipline-specific content. Additionally, our examination of the current assessment model for Business English students reveals a traditional approach that may benefit from reevaluation to better align with contemporary educational ideals. A revised assessment framework could enhance students’ readiness for the dynamic demands of the modern workplace, while also fostering their innate abilities and talents.

While the questionnaire survey employed in this study provides valuable insights into the core competencies of Business English students in Chinese HVCs, there are certain limitations to acknowledge. Notably, the reliance solely on quantitative data from questionnaires limits the depth and richness of understanding. To comprehensively assess the core competencies of Business English students, future research should incorporate additional qualitative data sources such as classroom observations and interviews with teachers and students. This will allow for triangulation of the findings and provide a more holistic picture of the competencies under investigation. Additionally, a longitudinal study tracking the development of these competencies over time could offer further insights into the effectiveness of educational interventions aimed at enhancing them. It is hoped that these future endeavors will build upon and enrich the findings of the current study, ultimately contributing to the refinement of teaching methodologies and curriculum design for Business English students in Chinese HVCs and similar teaching context elsewhere.