This article employs a quantitative research method to investigate the identity integration challenges faced by vocational teachers during enterprise practice in Hebei Province, China. The study involved 120 teachers from 25 higher vocational colleges in Hebei province. Data were collected through a questionnaire and analyzed using descriptive statistical methods. The results indicate that teachers face issues such as self-identity dissonance and poor collaboration among multiple parties during enterprise practice. Therefore, it is essential for teachers engaged in enterprise practice to cultivate positive psychological capital and promote the integration of their self-identity. Additionally, building a practice community consisting of a “teacher community + school + enterprise” is crucial for enhancing the effectiveness of group collaborative practice.
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