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This study aimed to develop a comprehensive academic administration model to enhance English literacy among higher vocational college students. A mixed-methods approach was employed, combining quantitative data from a questionnaire and qualitative insights from a focus group discussion. The questionnaire (N=381) demonstrated high reliability, with Cronbach’s alpha coefficients exceeding 0.8 for each dimension. Descriptive statistics, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Correlation Analysis, and Structural Equation Modeling (SEM) were used to identify the factors influencing academic administration and to explore causal relationships. Mediation analysis was conducted using the bootstrap method to assess indirect effects. The results revealed significant relationships between various academic administration dimensions—including curriculum design, teaching strategies, evaluation, teacher professional development, technology integration, and student support services—and students’ English literacy and overall satisfaction. Mediation effects further highlighted the complex interactions among these factors. Qualitative data from the focus group were analyzed through thematic coding, which contributed to the refinement of the academic administration model. The revised model offers a practical framework for improving English literacy in higher vocational colleges.