Year: 2026

One of the most persistent themes in discussions around Artificial Intelligence is its impact on employment. This area is fraught with contradictions, fueling a confusing public discourse that oscillates between utopian promises of enhanced productivity and dystopian fears of mass unemployment. Many workers, policymakers, and educators are understandably worried. The recent release of initial findings from the European Centre for the Development of Vocational Training (Cedefop)’s 2024 AI skills survey provides a crucial, data-driven lens through which to examine these concerns, revealing a complex and uneven landscape across Europe [1]. When combined with other recent European studies, the data suggests […]

Although the discussion has become quieter, the concerns over AI and assessment are still there. While much of the debate has centred on academic integrity in schools and universities, the unique landscape of Vocational Education and Training (VET) presents a different, and arguably more complex, set of challenges and opportunities. For VET, a field fundamentally concerned with the development of real-world competence, the rise of AI in assessment is not just a technical question; it is a direct challenge to the very meaning of authenticity in learning and practice. Arguably, the core purpose of vocational assessment has always been to […]

Professor Rose Luckin is Professor of Learner-Centred Design at the UCL Knowledge Lab in London with over three decades of experience working with AI in education. Luckin has become an advisor to policymakers and educators worldwide, consistently urging a focus on how humans actually learn, rather than what technology can easily do. A recent reflection in LinkedIn is particularly relevant for vocational education and training, challenging us to look past the marketing and consider the real nature of learning. The conversation often starts with a familiar story, one Luckin recounts of a parent asking if they should invest in a […]

The constant current of conversations around Artificial Intelligence in Education can often feel turbulent, with ever more utopian promise from the big AI companies but offset by fears from AI. Critics in the education research community. It is into this environment that the OECD has released its Digital Education Outlook 2026, a report that aims to ground the discussion in evidence and careful analysis. While the report covers the entire educational landscape, its findings carry implications for the vocational education and training (VET) community across Europe. This post seeks to explore what this comprehensive outlook means for teachers, trainers, researchers, […]

The AI Ready Schools Erasmus+ project is currently undertaking a literature review focusing on themes of AI Readiness. Here’s are some preliminary findings; An AI-ready school appears to be characterised by a comprehensive mixture of institutional policy, teacher preparation, and a commitment to human agency and ethics. It moves beyond tool adoption to foster an environment where technology serves as a “thinking partner” while maintaining the “human in the loop”. 1. Institutional and Policy Frameworks 2. Teacher Readiness and Pedagogical Shifts 3. Curricular Integration and Literacy 4. Student Agency and Critical Thinking 5. Inclusive and Social Practices Follow the AI Ready project […]

Earlier this week, I wrote about the idea that Artificial Intelligence might be removing the first rung of the career ladder for young graduates. The piece was a reflection on the work of Alberto Romero, who argues that the automation of routine, entry-level tasks is creating a long-term talent pipeline crisis. It is a narrative that is worrying many of us in education and training as we are fundamentally in the business of helping people get onto that very ladder. However, the conversation around AI is never simple, and a counter-argument has emerged that challenges this narrative. In a recent […]

Sinem Görücü / https://betterimagesofai.org / https://creativecommons.org/licenses/by/4.0/ Vocational Education and Training is built around preparing learners for the world of work. It equips them with the skills, knowledge, and the qualifications they need to step onto the first rung of the career ladder. But what if that rung is starting to disappear? I have been reading a worrying newsletter, The Algorithmic Bridge, by Alberto Romero from Madrid. He paints a vivid picture of a structural shift happening in the labour market, a shift driven by Artificial Intelligence that has profound implications for the future of vocational education and training. For generations, […]

The conversation around Artificial Intelligence in education often gets stuck on the tools. We debate the merits of different apps, the risks of cheating, and the best ways to write a prompt. But these new technologies are leading to discussions of much deeper questions including the purpose of education and the nature of knowledge? These discussions are not easy, coming. From cross disciplinary directions and often invoking philosophical understandings. However, I am going to try to summarise the some of the ideas, as much to help my own understandings as well as readers on this blog. First up is a […]

For all the talk about the transformative power of Artificial Intelligence in education, there remains a gap between the hype and the reality of classroom practice. A new report, “Demystifying AI: Preparing K-12 Teachers to Integrate AI Tools into their Practice,” offers an evidence-based look at what it takes to prepare educators for the age of AI. Published by WISE in collaboration with the MIT pK-12 Initiative and MIT RAISE, the report provides insights into the challenges and opportunities we face in vocational education and training (VET) across Europe. The study is impressive in its scale and diversity, evaluating the […]