EXPLORATION OF THE QUALITY CURRICULUM EVALUATION SYSTEM FOR INDUSTRY-EDUCATION INTEGRATION IN SOCIAL SPORTS MAJOR IN HIGHER VOCATIONAL COLLEGES

To address the core issues of "single subject, vague indicators, and incomplete coverage" in the evaluation of industry-education integration in social sports majors in higher vocational colleges, this study is based on the CIPP model, integrating stakeholder theory, collaborative governance theory, and new trends in industrial development. Using the interpretative sequential mixed methods approach, through literature analysis, Delphi method (four rounds of consultation), Analytic Hierarchy Process (AHP), questionnaire survey, and fuzzy comprehensive evaluation method, a quality curriculum evaluation system encompassing a four-dimensional framework of “background--input--process--outcome” is constructed and validated. The system incorporates eight new tertiary indicators (covering emerging fields such as digital skills, green sports, and rural sports services), ultimately forming a complete indicator library consisting of four primary dimensions, 12 secondary dimensions, and 56 tertiary dimensions. Empirical testing demonstrates high reliability (overall scale α=0.93) and validity (CFI=0.95). Empirical applications in three different types of higher vocational colleges show that the overall quality of industry-education integration in the sample colleges falls within the "good-moderate” range. National demonstration colleges exhibit significant advantages in resource input and outcome transformation dimensions, while ordinary colleges have prominent shortcomings in new indicators such as digital training and rural sports services. The research results enrich the indicator dimensions and weighting system for evaluating industry-education integration in vocational education, providing scientific tools and practical references for multi- subject collaboration to enhance the quality of industry- education integration in social sports majors.