This study investigates how teachers’ instructional strategies influence students’ learning satisfaction in vocational education, with communication styles serving as a mediating factor. Drawing on Social Cognitive Theory and Expectancy-Value Theory, the research adopts a quantitative, cross-sectional design using surveys and questionnaires administered to 376 students at Jiangxi College of Applied Technology. The study examines the effects of direct, indirect, independent, experiential, and interactive instructional strategies, alongside five communication styles—aggressive, passive, passive-aggressive, manipulative, and assertive—on students’ perceptions of their educational experiences. Statistical analyses, including regression, correlation, and mediation tests, reveal that both instructional strategies (? = .707) and individual characteristics (? = .668) significantly predict learning satisfaction, but communication styles (r = .838) emerge as the strongest determinant. Findings indicate that assertive communication enhances satisfaction, while aggressive, manipulative, and passive-aggressive styles undermine it. Moreover, communication styles significantly mediate the relationship between instructional strategies and satisfaction, underscoring the centrality of effective teacher-student interaction. These insights highlight the need for teacher professional development programs focused not only on pedagogical techniques but also on communication effectiveness. The study contributes to the understanding of learner-centered pedagogy in vocational contexts and offers practical recommendations for improving student engagement, satisfaction, and readiness for the workforce.
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