Frontiers in Education Technology 

Vol. 6, No.1, 2023 

www.scholink.org/ojs/index.php/fet 

ISSN 2576-1846 (Print) ISSN 2576-1854 (Online) 

39 
 

Original Paper 

Research on the Integrated Practical Teaching Model of 

Cross-border E-commerce Professional Knowledge and 

Innovation and Entrepreneurship Education 

Zhou Jun1, Su Chao-Yan2 & Wu Feng1* 

1 Shiyuan College, Nanning Normal University, Nanning, China  

2 Guangxi University of Foreign Languages, Nanning, China  

* Corresponding author, Wu Feng, Shiyuan College, Nanning Normal University, Nanning, China 

 

Received: March 7, 2023       Accepted: March 19, 2023      Online Published: March 31, 2023 

doi:10.22158/fet.v6n1p39          URL: http://dx.doi.org/10.22158/fet.v6n1p39 

 

Abstract 

The development of cross-border e-commerce has stimulated a growing interest in related education. In 

response to this trend, a practical teaching approach that merges cross-border e-commerce expertise 

with innovation and entrepreneurship education has arisen and gained widespread traction. This 

innovative approach emphasizes the cultivation of students’ innovation skills and entrepreneurial 

ability through task-driven teaching that integrates professional knowledge and practical training. By 

participating in enterprise operations and completing assignments, students are able to master both 

theoretical knowledge and professional skills. This paper aims to explore the effectiveness of the 

task-driven teaching method in the integrated practical teaching of cross-border e-commerce and 

innovation and entrepreneurship. Practical suggestions for teaching reform in cross-border 

e-commerce are provided to meet the needs of application-oriented undergraduate colleges and to 

cultivate the application skills that enterprises require. 

Keywords  

Cross-border e-commerce, Professional knowledge and innovation and entrepreneurship education, 

Integrated teaching model 

 

1. Introduction 

The advancements in Internet technology are progressing at an accelerated rate, with projections 

indicating that the number of global Internet users will reach 5.16 billion by 2023, representing 64.4% 

of the world’s population. As of December 2022, China has experienced a surge in Internet users, with 



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a total of 1.067 billion users, up by 35.49 million compared to the previous year’s figure, bringing the 

Internet penetration rate to 75.6%, which is 2.6 percentage points higher than the preceding year. The 

proliferation of Internet technology, coupled with an expanding number of Internet users, has propelled 

the global economy to new heights, leading to the emergence of cross-border e-commerce as a rapidly 

growing trend. The scope of global e-commerce sales is predicted to surpass the US $5 trillion mark for 

the first time in 2022, with e-commerce penetration (i.e., global e-commerce sales as a percentage of 

total global retail sales) expected to reach 20.3%, representing an increase of 2.4 percentage points 

from 2020. In 2021, China’s cross-border e-commerce industry recorded a trading volume of 14.2 

trillion yuan, which represents a 13.6% increase from the previous year, and a compound annual 

growth rate of 14.69% from 2015 to 2021. It is anticipated that the scale of China’s cross-border 

e-commerce market will reach 7.1 trillion yuan in 2022, with a projected market size of 15.7 trillion 

yuan set to be achieved by 2022. The transaction volume of China’s cross-border e-commerce will 

make up for 35.85% of China’s total import and export value of goods trade. Since the cross-border 

e-commerce market is vast and expanding rapidly, the demand for cross-border e-commerce 

professionals is on the rise, with a talent gap of 6 million in China alone. In today’s rapidly evolving 

“Internet +” era, the e-commerce industry is undergoing continuous development, with the 

establishment of an increasingly rich ecological environment. As a result, application-oriented 

undergraduate schools bear the responsibility of cultivating innovative, entrepreneurial cross-border 

e-commerce talents who can quickly integrate into the company’s operations. 

 

2. The Existing Cross-border e-commerce Teaching Problems 

The improvement of innovation quality of cross-border e-commerce needs to be cultivated by the 

integrated education method of professional knowledge and innovation and entrepreneurship education. 

Traditional teaching attaches great importance to the teaching of theoretical knowledge but ignores the 

cultivation of students’ practical and hands-on ability, or purely relies on virtual training software for 

teaching. Although teaching software also plays a certain role in practical training, students still have 

no way to start at once when it comes to the job. Therefore, it is necessary to cultivate cross-border 

e-commerce innovation and entrepreneurship talents who meet the requirements of the post and have 

real practical ability. Educators need to design a set of innovative professional knowledge and 

innovation and entrepreneurship education integration of teaching mode. 

2.1 Traditional Lecture-based Teaching Method 

The traditional teaching and learning, students are used to passive learning, learning for learning, 

learning for examination, completely divorced from the actual application of innovation and 

entrepreneurship environment, students lack initiative and creativity in the learning process. First of all, 

emphasizing results over process is a very prominent drawback of traditional teaching. How to 

complete the transformation from emphasizing results to emphasizing process? Secondly, how to guide 

students to change from focusing on test scores to focusing on skills and abilities? Quality education 



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not only requires teachers to spread professional knowledge in the classroom, but also to cultivate and 

stimulate students’ innovative thinking and entrepreneurial ability, re-examine students’ application 

ability, so as to apply what they learn and learn with innovation. Therefore, application-oriented 

undergraduate colleges and universities should actively update their ideas and create conditions. The 

task-driven teaching mode under the mode of school-enterprise cooperation is a good practical training 

method, which not only helps to improve students’ practical ability, but also cultivates students’ 

innovation and entrepreneurship ability, and fully reflects the function of integrating professional 

knowledge and innovation and entrepreneurship education with practical education. 

2.2 The Problem of Cross-border e-commerce Simulation Teaching 

So far, the teaching of cross-border e-commerce in almost all colleges and universities in China is 

mainly based on simulation platforms. First, teachers themselves lack entrepreneurial experience and 

cannot distinguish the difference between simulation and practice. Secondly, the teacher’s thinking of 

talent training in teaching is not clear, the target positioning is not clear; Moreover, students have weak 

awareness of “mass entrepreneurship and innovation” and weak ability. Therefore, whether the 

teaching of cross-border e-commerce can adopt the task-driven practical teaching mode under the 

school-enterprise cooperation to cultivate students’ professional skills and practical ability for the 

purpose of innovation and entrepreneurship, and the teaching mode centering on innovation and 

entrepreneurship task-oriented and taking students’ practice as the main body. If so, the teaching mode 

of integration of professional knowledge and innovation and entrepreneurship education under the 

school-enterprise cooperation mode, the design and marketing task is the key, which is related to the 

effect of practical teaching. During the cooperation with enterprises, schools can participate in the 

actual cross-border e-commerce practice in the name of enterprises, assign marketing tasks to students 

to complete the operation, and teachers participate in the teaching guidance and cooperate with the 

operation guidance of enterprise experts. 

 

3. Reform of Practical Teaching Mode for Integration of Cross-border e-commerce Professional 

Knowledge and Innovation and Entrepreneurship Education 

Cross-border e-commerce practice is a professional course with strong application and practice. In 

order to build a practical teaching model integrating professional knowledge and innovation and 

entrepreneurship education, it is necessary to clearly understand the influencing factors of the choice of 

talent training mode for cross-border e-commerce merchants. Its factors include the influencing factor 

of direction choice - school type, the influencing factor of basic support - teacher ability, the 

influencing factor of core subject - student ability, and the influencing factor of promoting force - 

enterprise cooperation. It is necessary to formulate different practical teaching models according to 

different situations and types of influencing factors, including schools, teachers, students and 

enterprises. 



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3.1 Practical Teaching Integrating Cross-border e-commerce Expertise with Innovation and 

Entrepreneurship Education 

3.1.1 Adjust the Structure and System of Teaching Materials for the Integration of Professional 

Knowledge and Innovation and Entrepreneurship Education 

First of all, we should choose suitable applied teaching materials. The textbooks edited jointly by 

universities and e-commerce platforms are better. The learning content of this kind of teaching material 

will fully conform to the operation content of the e-commerce platform due to the participation of the 

enterprise personnel of the e-commerce platform, which strengthens the real combination of 

professional knowledge and practical operation. Therefore, through the study of the specific content of 

e-commerce platform, the practical training of innovative thinking methods and skills of e-commerce 

management should be strengthened. 

Secondly, adjust the selection system and use connection of the series of teaching materials. For the 

professional courses of cross-border e-commerce, we can start from the introduction course of 

e-commerce, choose the introduction textbook of cross-border e-commerce, the B2B three-dimensional 

practical training textbook of cross-border e-commerce, the supporting cross-border e-commerce 

simulation platform course and the talent training plan course of Alibaba International Station, so as to 

build the integrated teaching material system of professional knowledge and innovation and 

entrepreneurship education of cross-border e-commerce courses. 

In addition, through direct contact with enterprises, the college can clarify the demand for professional 

talents and job skills requirements of enterprises, so as to guide the teaching reform and make the 

curriculum and teaching content more targeted and applicable. 

3.1.2 Combination of Traditional Classroom Explanation and Practice 

Traditional classroom explanation has its natural advantages, which is conducive to knowledge 

decomposition and theoretical discussion, and allows in-depth learning of professional knowledge of 

cross-border e-commerce. Classroom explanation is also convenient for teachers to give full play to 

their advantages of abundant theoretical knowledge, rationalize the coherence and understanding of 

professional knowledge, clearly show the structure of knowledge and the relevance of knowledge 

points, easy for students to understand and further theoretical research, but at the same time, it also 

lacks specific practical application. Practice is specific operation and application, which can further 

deepen the understanding and cognition of knowledge. Through the combination of traditional 

classroom explanation and practice, professional knowledge can be fully understood and reflected in 

specific application scenarios, which promotes the improvement of students’ ability to apply what they 

have learned. 

3.1.3 Combine Professional Knowledge with Innovation and Entrepreneurship 

The understanding of professional knowledge can be achieved through the combination of explanation 

and practice. However, in addition to understanding professional knowledge points, the innovative 

expansion and entrepreneurial application of knowledge can not be achieved by understanding alone. 



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To improve students’ innovative consciousness and entrepreneurial ability through innovation and 

entrepreneurship education. Specifically, the interdisciplinary teaching mode can be adopted to 

integrate the knowledge of different disciplines and realize the communication and exchange of 

knowledge, so as to stimulate students’ innovation consciousness. It is also possible to guide students 

to improve their entrepreneurial awareness through the study of successful entrepreneurial cases 

combined with the application of professional knowledge. 

3.2 Design of Practical Links for Integration of Cross-border e-commerce Expertise and Innovation 

and Entrepreneurship Education 

3.2.1 In the design of practical teaching tasks, according to the goal of integration of professional 

knowledge and innovation and entrepreneurship education, combined with the talent training goal of 

applied undergraduate colleges and the requirements of cross-border e-commerce posts, the basic law 

of students’ vocational ability cultivation is followed, and through cooperation between schools and 

enterprises, enterprise teaching tutors are introduced to clarify the job content and vocational ability 

requirements of posts. In teaching, the professional theory is based on the degree of sufficient, and the 

innovation and entrepreneurship practice is based on the application. In the design of practical teaching 

tasks, the traditional teaching mode of pure virtual practice is broken, and the practical teaching content 

of cross-border e-commerce professional knowledge combined with the cultivation of innovation and 

entrepreneurship ability is reconstructed as the actual work content of cross-border e-commerce posts. 

It includes special activities on selling products on cross-border e-commerce platforms, developing 

overseas customers, negotiating business with overseas customers, reaching deals, customer service 

and other practical work. Design practical teaching tasks according to the work content of actual 

cross-border e-commerce posts, realize the effective connection between practical teaching and actual 

cross-border e-commerce posts, and master cross-border e-commerce skills by completing actual sales 

tasks. According to the knowledge unit of cross-border e-commerce, combined with the software and 

hardware conditions of the school, effective teaching practice tasks are designed. 

3.2.2 Group the students into groups of 4-6 according to the actual cross-border e-commerce team 

operation mode of the enterprise. According to different business links, the students divide the labor by 

themselves, and the teachers and the enterprise mentors jointly provide targeted skill training guidance. 

Practice task 1: store opening and management. Group to complete shop opening and decoration, 

product management, order management. 

Because store opening and decoration, product management and order management are the necessary 

working skills for cross-border e-commerce personnel, they should be trained. Store opening and 

management tasks include store opening, setting store recruitment, setting carousel chart, setting 

multi-language plate, product release, shopping commission, processing orders to be paid, processing 

orders to be shipped, processing orders to be received, etc. These activities contain knowledge and 

skills such as the planning and implementation of cross-border e-commerce store opening and 



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decoration, and students’ ability of implementing and responding to cross-border e-commerce has been 

fully trained. 

Practice task 2: Complete cross-border marketing in groups, including basic marketing, advanced 

marketing and SNS marketing. 

Cross-border marketing tasks include window product setting, store activities, platform activity 

marketing, beautification and decoration, image PS processing, product optimization, pricing, product 

detailed description, freight template setting, creation of promotion plan, FaceBook page marketing, 

VK community marketing, Pinterest pin marketing, etc. Design a number of cross-border e-commerce 

marketing tasks, take the group as a unit, and the group leader directs the group members to complete 

the operation and conduct group defense in the form of briefing to summarize the experience and 

lessons. 

Practice task 3: Complete customer service in groups, including question answering, order processing, 

after-sales service, dispute handling, and improvement of praise rate. Customer service tasks include 

product consultation, payment consultation, delivery consultation, problem orders, customer messages, 

tariff issues, remarketing of old customers, initial response, follow-up of customers, telephone contact, 

cancellation of disputes, general disputes, quality disputes, comment guidance, handling of poor ratings, 

etc. The specific task of customer relationship coordination shall be handled by students themselves, 

and the enterprise tutor shall follow up the whole process. For example, to design the situation task of 

return dispute, let the students play the role of customer and customer service personnel respectively, 

and examine the students’ customer service handling skills. 

3.3 Specific Implementation and Evaluation of Cross-border e-commerce Practice Teaching 

The integration practice of professional knowledge and innovation and entrepreneurship education 

needs to be combined with the implementation of enterprise business tasks, and the implementation of 

task-driven school-enterprise practice teaching should be carried out concretely. We mainly talk about 

the implementation steps and methods of the task. Steps are the guarantee to complete the task, and 

methods are the way, which is the key to realize the practice teaching of cross-border e-commerce. The 

task-driven teaching mode of the integration of professional knowledge and innovation and 

entrepreneurship education is guided by the designated tasks and requirements, and students carry out 

planning, decision-making, step-by-step implementation, and carry out inspection, summary, 

evaluation and other implementation processes. 

The implementation, planning and decision-making stages of each cross-border e-commerce business 

are to clarify the practice tasks, make decisions according to the tasks assigned by the instructor, group, 

select group leaders, and formulate work plans; The step-by-step implementation stage is to carry out 

the operation of cross-border e-commerce platform work, and make good records to form a phased 

work report; Relevant knowledge and attention to problems, and put forward suggestions for 

modification; The summary stage is to discuss and summarize the practical work, and write a summary 

of the work report; In the examination stage, the teacher explains the problems in each group’s work; In 



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the evaluation stage, each group introduces the work situation of the group, raises questions and 

comments on the work and cooperation, and professional teachers and enterprise mentors make specific 

comments and evaluations. 

In practical teaching, through the integration of professional knowledge and innovation and 

entrepreneurship education, students can not only learn the professional knowledge and skills of 

cross-border e-commerce, but also complete the practical tasks of enterprises, which improves the 

ability of work innovation and cultivates the awareness of entrepreneurial teamwork. Through the 

practical drill method of task-driven practical teaching, the combination of practical learning and 

practical work is truly realized. The practical drill teaching method of school-enterprise cooperation is 

an effective practical teaching method to implement the task-driven innovative teaching mode. 

 

4. The Feasibility of Cross-border e-commerce Practice Teaching 

The innovative training mode of school-enterprise cooperation and virtual simulation teaching is the 

objective requirement of social and economic development for professional education in colleges and 

universities. Learning professional theory course teaching and simulation skills training on campus and 

participating in enterprise practice outside campus not only rapidly improves operation skills, but also 

enhances quality awareness, working hours concept and benefit concept. Thus, the comprehensive 

ability of students to adapt to the needs of enterprises is improved, and the innovative education 

function of the practice base is fully reflected. The implementation of the training mode of the 

combination of school and enterprise and the combination of work and study also has a guiding 

function for the professional construction and curriculum reform of the school. Through direct contact 

with the actual work of enterprises, we have made clear the demand for professional talents and job 

skills requirements of enterprises, so as to guide our teaching reform and make our curriculum and 

teaching content more targeted and applicable.  

4.1 It is Conducive to the Training of Double-qualified Teachers in Colleges and Universities 

Teachers in applied undergraduate colleges and universities are mainly highly educated teachers, who 

have rich professional theoretical knowledge but obviously lack enterprise training experience. 

Therefore, through on-site teaching and practice with students in enterprises, students not only learn the 

practical knowledge of enterprises, but also have the practical experience of enterprise operation and 

management and technical skills, which can be used to test the teaching effect of teachers and find and 

make up for the shortage. Effectively improve teachers’ innovation and entrepreneurship practice 

teaching ability. As a practice base and employment base, the enterprise not only has the function of 

professional knowledge education, but also undertakes the function of innovation education and 

entrepreneurship education, and has the ability to solve the problem of student employment. 

4.2 It is Conducive to Cultivating Talents that Meet the Requirements of the Enterprise 

The teaching mode of integrating professional knowledge and innovation and entrepreneurship 

education with enterprise participation can not only establish a stable off-campus practice base, 



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improve students’ innovation and entrepreneurship ability, but also create a variety of employment and 

entrepreneurship conditions and channels for students. At the same time, it also improves students’ 

entrepreneurial ability and provides a foundation for comprehensively improving college students’ 

entrepreneurship. It can not only solve the employment problem but also foster more innovative 

enterprises. 

In terms of professional knowledge cultivation, through the teaching mode combining work and study, 

it not only improves the quality of skilled personnel training in the school, but also provides realistic 

labor force for enterprises, enriches the production force of enterprises, alleviates the current situation 

of talent shortage in enterprises, and achieves the win-win goal of schools and enterprises. The 

combination of work and study can make students better familiar with the requirements of the post in 

study and practice, master practical skills, obtain the ability to adapt to the working environment and 

solve practical problems, and adapt to the needs of the job as soon as possible after graduation . 

Students are paid for their work, which reduces the financial burden on their studies and enables 

children from poor families to receive better education. It is difficult for students to meet the needs of 

society by focusing on theory and neglecting practice. Under normal circumstances, graduates need to 

go through three or five months of training before they can take the post. If the practical teaching in 

school can be jointly cultivated with enterprises, then the students are equivalent to the pre-job training 

in advance, so it is a very helpful teaching mode for graduates to take the post quickly. 

In terms of the cultivation of innovation and entrepreneurship ability, strengthening the connection 

between schools and enterprises is conducive to improving the school conditions, and students can also 

experience the actual scenes of innovation and entrepreneurship in advance, stimulate their potential for 

innovation and entrepreneurship, and provide good basic ability for entrepreneurship and employment 

after graduation. The characteristics of the combination of work and study should be reflected in the 

compilation and selection of teaching materials. School-enterprise collaboration to formulate 

curriculum standards and requirements for applicable teaching materials. The authors of the textbook 

are not only school teachers, but also enterprise personnel, and the content is not only theoretical and 

school practice content, but also the actual work content of enterprise guidance. 

 

5. Conclusion and Discussion 

5.1 Conclusion 

In the practical teaching of cross-border e-commerce, the task-driven teaching mode of the integration 

of professional learning and innovation and entrepreneurship education is an innovative method to 

implement the practical teaching of school-enterprise cooperation, an innovative education approach to 

cultivate students who meet the needs of enterprises, a creative method to solve the problems of 

practical teaching, and a task-driven practical teaching mode of the integration of professional 

knowledge and innovation and entrepreneurship education. 



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(1) First of all, in the innovation teaching, we should appropriately adjust the structure and system of 

teaching materials, so that the traditional classroom explanation and practice are combined, and the 

teaching method of professional knowledge and innovation and entrepreneurship is combined, and the 

training of innovative thinking methods and skills is strengthened. Through enterprise docking, the 

demand status and job skill requirements of enterprises for professional talents are clarified, and the 

teaching reform is guided to make the curriculum setting and teaching content more targeted and 

applicable. In addition to mastering the traditional school practice teaching methods, teachers actively 

participate in the school-enterprise cooperation projects, so that students can truly profit from the joint 

training of school-enterprise cooperation. Get rid of the teaching method of simply talking theory, 

giving examples and doing exercises, according to the professional reality, start from the experience, 

strengthen the practical operation, so as to improve the practical ability of students. 

(2) The practical link design of the integration of cross-border e-commerce expertise and innovation 

and entrepreneurship education should pay attention to the cultivation of ability and advocate the 

combination of industry and learning. In every basic step of classroom teaching, students should be 

trained to use their brains, hands and mouth, and let them practice. Carefully design teaching practice 

content, cultivate students’ application ability. Through the integration of professional knowledge and 

innovation and entrepreneurship education, the inherent teaching methods and teaching means can not 

only improve students’ interest in professional knowledge courses, but also comprehensively improve 

students’ innovative comprehensive quality ability and entrepreneurship and employment ability, 

providing a solid foundation for students in application-oriented undergraduate colleges to improve 

their employment rate. 

(3) Specific implementation and evaluation of cross-border e-commerce practice teaching. First, the 

evaluation of professional courses is based on the principle of practicality and adequacy, followed by 

the training of innovative skills, and the cultivation of entrepreneurial awareness and ability. Clear 

learning objectives have been set for skill training, which is divided into on-campus training stage and 

off-campus enterprise enhanced skill training stage, and the evaluation mechanism has been improved. 

Teachers should be the leader of students’ innovative practice growth and the facilitator of students’ 

knowledge construction. Only on the basis of the knowledge teaching tradition and the full summary of 

the successful experience of knowledge teaching, through the teaching evaluation, to obtain students’ 

professional ability, innovation ability to improve the degree or results of the test, to achieve the reform 

of teaching methods and the embodiment of teaching results. 

5.2 Issues to Pay Attention to 

In the practice teaching of cross-border e-commerce, several aspects should be paid attention to in the 

implementation of task-driven practice teaching integrating professional knowledge and innovation and 

entrepreneurship education: 

(1) Key practical task design. The actual business tasks of enterprises have a great impact on students’ 

ideas, so the professional teachers on campus and the mentors of enterprises outside the campus should 



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be carefully designed to ensure the smooth completion of the tasks without being too loose, and the 

initial marketing ability of students should be considered. Combined with the opinions of professional 

teachers and enterprise mentors, focusing on the operating conditions of off-campus training bases, 

practical tasks suitable for students to master cross-border e-commerce professional skills and improve 

their innovation and entrepreneurship ability are designed. 

(2) Both inside and outside the school guide teachers. In the task-driven practice teaching, the 

instructor should guide the students with skills and methods. Students have not been engaged in 

specific marketing work, when students encounter difficulties in study and work, they are more 

susceptible to emotional influence, and need professional teachers and enterprise mentors to give 

specific guidance and help in time. 

(3) Course assessment combined with task-driven practice teaching method may affect the teaching 

effect. The main reason is that the task completion module in the assessment may cause some students 

to have a psychological resistance, thinking that practical work is not part of the study. It is also 

necessary to further strengthen the education of the integration of innovation and entrepreneurship with 

professional knowledge learning, and reflect the practical education function of applied education in 

application-oriented undergraduate colleges. 

 

Fund Item 

Guangxi Undergraduate college education reform Project (No. 2022JGA433; No. 2022JGA437) 

Guangxi Education science “14th Five-Year plan” special project (No.2022ZJY467; No.2022ZJY1645; 

No.2022MBZX07; No.2021ZJY1660) 

Guangxi University young and middle-aged teachers basic ability improvement project 

(No.2023KY1795; No.2022KY1722; No.2021KY1737; No.2021KY1744) 

 

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