Asian Journal of Education and Social Studies

This study addresses the persistent disconnect between academic Business English education and professional workplace demands in Chinese higher education. Despite the implementation of China's '1+X' certificate system, which promotes the integration of vocational certifications into degree programmes, most Business English curricula remain loosely coupled with professional standards, producing graduates who lack the operational competencies employers require. Drawing on Competency-Based Education theory, Constructivist Learning Theory, and Needs Analysis, this conceptual paper constructs a comprehensive framework for the Integration of Courses and Certificates (ICC) teaching model tailored to Business English programmes. The framework comprises three core elements—alignment of curriculum objectives with professional standards, integration of teaching content with certification specifications, and development of a developmental competency system; three implementation models positioned along a three-dimensional fusion continuum—certificate-in-lieu-of-examination, curriculum embedding, and modular teaching; and three supporting mechanisms—faculty development, resource provision, and assessment reform. Using the Alibaba Cross-Border E-commerce Certificate as an illustrative case, the study illustrates how certificate competencies can be systematically woven into course design. The proposed framework provides an actionable blueprint for educators seeking to move from superficial alignment towards transformative curriculum redesign and contributes to the theoretical literature on competency-driven language education.