Basic Concepts of Artificial Intelligence for Vocational Education Teachers

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Description

This module introduces the fundamental concepts of Artificial Intelligence (AI) applied to teaching in Vocational Education. Throughout the units, teachers will identify how AI impacts their teaching role, analyze changes in educational practices, and explore critical and pedagogical strategies to integrate these technologies while maintaining a human-centered approach to education.

EntreComp Areas

  • Resources
  • Into Action

DigComp Areas

  • Information and data literacy
Basic Concepts of Artificial Intelligence for Vocational Education Teachers
Introduction to AI and Education
Basic AI Concepts

Definition
Systems simulating human processes (reasoning, learning, decision-making).

Types
Narrow AI (assistants, recommenders) / Strong AI (theoretical).

Key technologies
Machine Learning, Deep Learning, NLP, Computer Vision.

Myths and Realities of AI in Teaching

AI MYTHS

  • AI will replace teachers.
  • AI removes the need for students to make an effort.
  • AI never makes mistakes.
 VS

AI REALITIES

  • AI supports, but does not replace, teachers.
  • It enables personalisation and data analysis.
  • It can reproduce biases and requires human oversight.
AI in the Context of Vocational Education and Training (VET)

Direct applications in VET

  • Intelligent simulators (healthcare, mechanics, electricity).
  • Adaptive learning platforms.
  • Automated assessment tools and instant feedback.
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BENEFITS

More realistic practical learning.Reduction of repetitive tasks for teachers.Improved early detection of students’ difficulties.

RISKS

Technological dependency.Digital divide between institutions and students.Need for continuous teacher training.
The Impact of AI on the Teacher's Role
Transformation of Traditional Roles

From transmitter to facilitator
Teachers no longer simply deliver content, but guide learning processes.

Greater support through data
Performance analysis and prediction of difficulties.

Role as human mediator
Contextualising and giving meaning to the information provided by AI.

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New Teaching Competences and Skills
  • Advanced digital literacy: critical understanding of AI tools.
  • Capacity for educational data analysis: interpreting AI-generated reports.
  • Pedagogical flexibility: adapting practices in hybrid or personalised learning environments.
  • Ethical and critical management: monitoring biases and ensuring fairness in the classroom.
Self-efficacy and Professional Awareness (EntreComp)

Self-confidence
Valuing one’s own ability to adapt in the face of AI.

Awareness of impact
Understanding how AI redefines the teaching role.

Learning from experience
Using interaction with AI as an opportunity for professional growth.

Human–technology balance
Maintaining the centrality of emotional and motivational support for students.

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Changes in Teaching Practices
Using AI in Planning and Assessment

PLANNING
Generation of materials adapted to different levels.
Detection of specific needs in the classroom.

ASSESSMENT
Automatic marking of objective tests.
Instant and personalised feedback.
Identification of learning patterns and difficulties.

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Personalized Learning and Intelligent Tutoring

Adaptive learning
Personalised pathways according to progress.

Virtual tutoring
Extracurricular support through chatbots or AI assistants.

Continuous monitoring
Real-time tracking of performance.

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Ethical and Pedagogical Challenges in Practice

Algorithmic biases
Risk of reinforcing existing inequalities.

Data protection
Safeguarding students’ privacy as a priority.

Technological dependency
Risk of loss of critical thinking.

Pedagogical balance
Using AI as support, not as a substitute for the teacher.

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Strategies for Critical and Pedagogical Integration of AI
Criteria for Selecting and Evaluating AI Tools (DigComp)
  • Usability
  • Critical evaluation
  • Security and privacy
  • Transparency
  • Pedagogical relevance
Designing AI-Supported Learning Experiences

Classroom projects
Integrate AI into practical VET activities.

Active learning
Use AI to support active methodologies (PBL, gamification, simulations).

Personalised feedback
Adapt to students’ pace and level.

AI as an assistant, not a protagonista
Always reinforce the teacher’s role.

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Maintaining a Human-Centered Approach in Education

Centrality of the teacher
Leadership in pedagogical decision-making.

Empathy and support
Irreplaceable functions of teaching.

Students’ critical thinking
Teaching them to question and reflect on AI use.

Educational ethics
Always prioritise students’ wellbeing over technological efficiency.

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Learning Through Experience and Critical Reflection
Analysis of Practical cases in VET

Examples of AI applications in different fields

  • Healthcare
  • Automotive
  • Administration
  • Hospitality

Group discussion

  • Real impact
  • Benefits
  • Risks
  • …
Workshop on Experimenting with AI Tools

Guided exploration
Testing simple applications (chatbots, exercise generators,learning analytics).

Design of micro-activities
Creating a short task integrating AI.

Sharing experiences
Peer feedback among teachers.

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Personal and Professional Reflection: Towards a Renewed Teaching Role

Self-assessment
What changes do I perceive in my practice with AI?

Identification of opportunities
Areas for improvement in my teaching.

Personal commitment
Defining a small action plan to integrate AI ethically and critically.

Learning by doing (EntreComp – learning through experience)
Professional growth through practice and reflection.

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Conclusions and Future Outlook
Medium- and Long-Term Opportunities and Risks
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OPORTUNITIES

  • Optimisation of educational processes.
  • Improvement in personalisation and student monitoring.
  • New methodologies and teaching resources.

RISKS

  • Excessive technological dependency.
  • Inequality in access to tools.
  • Loss of critical thinking if used uncritically.
AI as an Ally for Educational Innovation
  • A complement to teachers, not a substitute.
  • Boosting creativity: generation of materials and resources.
  • Reinforcing student motivation with interactive experiences.
  • Improving efficiency in teaching management.
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Teachers’ Commitment to Continuous Improvement
  • Constant updating of digital and pedagogical competences.
  • Teacher collaboration: sharing good practices and experiences.
  • Professional ethics: ensuring responsible and human use of AI.
  • Future vision: preparing for continuous changes in the educational and labour fields.
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Summing up

Key Idea 1: Transformation of the Teacher’s Role

  • From content transmitter → facilitator and human mediator.
  • New skills: digital literacy, data analysis, pedagogical flexibility, and ethics.
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Key Idea 2: AI as a Support and Personalization Tool

  • Enhances planning, assessment, and student monitoring.
  • Enables adaptive learning paths and intelligent tutoring.
  • Always complementary, never a substitute for the teacher.
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Key Idea 3: Critical and Ethical Integration of AI

  • Selection based on pedagogical relevance, transparency, security, and usability.
  • Preserve human-centered focus: promote critical thinking and emotional support.
  • Consider risks: algorithmic bias, technological dependency, and data privacy.

Key Idea 4: Continuous Learning and Professional Development

  • Critical reflection on teaching practice and AI experiences.
  • Experimentation, case study analysis, and micro-activity design.
  • Commitment to ongoing training, collaboration, and continuous improvement.
Test yourself

Learning Outputs

In this course, you will learn to:

  • Recognize the impact of AI on teaching roles and practices
  • Understand how AI is transforming traditional teacher roles
  • Analyze changes in teaching practices resulting from the use of AI
  • Explore strategies for integrating AI critically and pedagogically effective teaching practices, while maintaining a human focus on education

Course Index

  1. Introduction to Artificial Intelligence and Education
    1.1. Basic AI Concepts.
    1.2. Myths and Realities of AI in Teaching.
    1.3. AI in the Context of Vocational Education and Training (VET).
  2. The Impact of AI on the Teacher’s Role
    2.1. Transformation of Traditional Roles.
    2.2. New Teaching Competences and Skills.
    2.3. Self-efficacy and Professional Awareness (EntreComp).
  3. Changes in Teaching Practices
    3.1. Using AI in Planning and Assessment.
    3.2. Personalized Learning and Intelligent Tutoring.
    3.3. Ethical and Pedagogical Challenges in Practice.
  4. Strategies for Critical and Pedagogical Integration of AI
    4.1. Criteria for Selecting and Evaluating AI Tools (DigiComp).
    4.2. Designing AI-Supported Learning Experiences.
    4.3. Maintaining a Human-Centered Approach in Education.
  5. Learning Through Experience and Critical Reflection
    5.1. Analysis of Practical Cases in VET.
    5.2. Workshop on Experimenting with AI Tools.
    5.3. Personal and Professional Reflection: Towards a Renewed Teaching Role.
  6. Conclusions and Future Outlook
    6.1. Medium- and Long-Term Opportunities and Risks.
    6.2. AI as an Ally for Educational Innovation.
    6.3. Teachers’ Commitment to Continuous Improvement.

Keywords

Artificial Intelligence, Teaching, Innovation, Roles, Ethics

Bibliography

Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union. https://doi.org/10.2791/593884

Dwivedi, Y. K., et al. (2023). Ethical AI for teaching and learning. Cornell University. https://teaching.cornell.edu/generative-artificial-intelligence/ethical-ai-teaching-and-learning

Jalinus, M., & Sulaiman, M. (2025). Emerging trends, challenges, and contributions to SDGs 2030. ScienceDirect. https://doi.org/10.1016/j.sds.2025.1001287

Joint Research Centre. (n.d.). DigCompEdu - European Commission - EU Science Hub. Retrieved September 2025, from https://joint-research-centre.ec.europa.eu/digcompedu_en

OECD. (2025). How can innovative technologies transform vocational education and training? https://www.oecd.org/content/dam/oecd/en/publications/reports/2025/05/how-can-innovative-technologies-transform-vocational-education-and-training_5b10f8ac/fb40f416-en.pdf

Vuorikari, R., Punie, Y., Carretero Gómez, S., & Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg: Publication Office of the European Union. https://doi.org/10.2791/11517

Zhai, X. (2024). Transforming teachers' roles and agencies in the era of generative AI: Perceptions, acceptance, knowledge, and practices. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10174-0

Zhang, S., Diao, J., Ma, X., Tang, X., & Ding, X. (2024). What qualities do teachers need in the era of artificial intelligence: Analysis based on international experience. STEM Education Review, 2(3), 3. https://doi.org/10.54844/stemer.2024.0557

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