Integrating AI in TVET Institutions
UNESCO‑UNEVOC are developing a practical guide for the integration of AI in TVET institutions, together with Shenzhen Polytechnic University and Otto‑von‑Guericke University Magdeburg. The practical guide focuses specifically on TVET, not general education. They say they “are therefore particularly interested in the challenges, opportunities, practices, and lessons learned that relate to the unique realities of TVET, especially the practical dimensions, including the teaching, learning and assessment of hands‑on skills both in school-based settings and in workplace environments.”
From AI Pioneers myself, Graham Attwell, George Bekiaridis and Oliver Nahm all applied to join the expert group for the publication and all were selected.
The first workshop was held on March 5. For this workshop we were all asked to complete a consultation template. This is my contribution.
Expert consultation questions
Practical guide on the integration of AI in TVET institutions
- Overview of area of expertise (3-5 sentences) Briefly describe your area of expertise as it relates to Artificial Intelligence (AI) and/or digital transformation and/or skills development in Technical and Vocational Education and Training (TVET).
| I have been working on projects about AI in Vocational education and Training since 2017, including the. Erasmus+ AI and Vet and AI pioneers projects. My particular area of interest in the role and competences of VET teachers and trainers, with AI being both a tool for teaching and training and increasingly the subject of VET curricula. Other areas of interest include AI and democratic competences in VET, agency and governance and infrastructure, and Digital and AI Literacy. |
- Current situation of AI integration (1/2 page) Outline the current landscape, challenges, and realities surrounding AI integration in your area of TVET expertise. What are the major issues or barriers institutions face in adopting and implementing AI technologies in your country or your region of activity? What opportunities and risks do you observe?
| In this section I will focus on Generative AI, there has been longer integration of other AI applications in many VET areas, AI integration in VET is very uneven. Until recently it has been largely dependent on the interest of individual teachers, sometimes without the knowledge of their managers! There appears to be a move for more organised institutional strategies for AI integration, however, there remains considerable differences between vocational subjects. Obviously, there is more integration in vocational areas where AI is more prominent – for instance in computers, graphic design, marketing and engineering. It is also more integrated in higher vocational education programmes. Integration in work based learning is largely limited to those enterprises that have integrated AI in their work processes, and this has been slow Teachers and trainers in VET are generally not opposed to AI but need opportunities for professional development. These are presently limited and most are in the English language. Most Gen AI apps for teachers and trainers have stressed that it will save them time and effort, whilst convincing uses for teaching and learning are limited. Lack of infrastructure and hardware / software is a further issue compounded by limitations in funding. Institutions have concerns over GDPR related to Generative AI. The recent emergence of AI Agents is compounding such concerns. There are opportunities but these up requires time and resources which may not be there. The domination of AI by a limited number of large American companies with a slightly smaller base of Chinese enterprises is a risk to education becoming just another commodity market. |
- Emerging trends (1/2 page) What emerging trends do you observe regarding AI’s influence on the world of work in your field of expertise? How does this impact the TVET sector?
| Personally am I am a researcher with a particular interest in pedagogy. Despite concerns about ‘ hallucinations’ and bias, AI is proving a useful tool for research. However general-purpose AI in education is increasingly seen as leading to negative outcomes, because it gives answers rather than building understanding. Purpose-built educational AI, rooted in pedagogy, shows promise, but is limited. The Brookings Institution published a report in January framing this as a tension between “AI-enriched learning” and “AI-diminished learning.” Their warning is stark: overreliance on AI tools risks putting young people’s fundamental learning capacity at risk. Not just their knowledge, but their capacity to learn, their relationships with teachers and peers, and their social and emotional wellbeing. Until recently there had been limited and largely contradictory data around the impact of General AI on employment. However recent developments point to firstly reductions in opportunities for new graduates and further large cutbacks in staffing at large enterprises based on automation. Obviously this varies between different sectors and occupations. This points to the need for vocational training institutions to audit their curriculum for the AI-shaped world of work and to consider what differentoccupational roles will look like in three years? It. Also points to the need for critical AI literacy for VET students and trainees embedded within vocational skills training. It also points to the need for higher levels of training in literacy and numeracy and for a clear understanding of democracy, not just at the political level but at the level of the workplace. |
- Priority areas for institutional action (1/2 page) Based on your experience, what are currently the most important areas or issues that TVET institutions need to address to integrate AI effectively? Please identify 3-5 key areas/issues and explain why each is a priority.
| It is notable that many of the priorities for institutional action to integrate AI effectively relate to issues which should have been addressed previously. It is also noted that issues relating to AI are closely entwined with digitalisation in VET and new skill demands. Issues include Governance How is the integration of AI in Vocational Education and Training managed within the institution? Is it inclusive> Are staff given adequate time and support? At what level are decisions taken? How much autonomy do individual institution shave and how much do departments within the instiututons enjoy. Professional development Do all staff have adequate opportunities for continuing professional development? Who is responsible for this? How is it funded? What does it include? How is it assessed? Are there opportunities for networking with teachers and trainers from other organisations? Are developments from the institution shared externally? Students Are students / trainees included in planning and decision making around the integration of AI? They are the skilled workers of tomorrow and their viewpoint is important. |
- Principles for AI use in TVET (1/3 page) What principles should guide decisions about whether and how to use AI in TVET? Please list the most important principles with short explanations.
| Use in occupations Its important to understand if and how AI is being used in different vocational areas and occupations and how this is changing demand for skills and knowledge. Data Security and Privacy Data security and Privacy in the development and use of AI are critical and are increasingly the subject of Regulation Agency and Critical AI literacy Generative AI is a challenge the Agency of both teachers and trainers and to trainees and students. Critical AI literacy is emerging as essential to using AI effectively for learning but needs to be embedded within training for vocational skills and knowledge. This needs a pedagogic approach based on critical thinking, creativity and problem-solving. Assessment We have still not sorted out how to deal with the issue of Gen AI and assessment. We should commit to more formative assessment and to Authentic Assessment as principles. Encourage Innovation within the Community VET institutions should be open to their communities and open to proofing and sharing innovation. Supporting Open Source and Open Educational Resources It is important that VET does not just become another product dominated by large private sector enterprises. OSS and OERS are important as developing shared alternatives. |
Additional Materials (optional) If you have any practical resources on AI integration in TVET, we would welcome your contribution. Examples include but are not limited to model policies, risk registers, curriculum modules, assessment tasks, or monitoring tools. Please share or describe any materials you can provide.
See many practical resources on the Taccle VET and AI Pioneers Websites. Sign up for the AI Pioneers a free weekly newsletter. All resources are published under a Creative Commons License.
