AI Literacy in Vocational Education: A Framework for Teacher Professional Development

Yuchu Shi; Mingming Gu; Mingming Li

doi:10.62177/jetp.v2i4.863

Authors

Yuchu Shi Anhui Business and Technology College
Mingming Gu Hefei Gongda Vocational and Technical College
Mingming Li Hefei Preschool Education College

DOI:

https://doi.org/10.62177/jetp.v2i4.863

Keywords:

Artificial Intelligence Literacy, Vocational College Teachers, Human-Computer Collaboration, Industry-Education Integration

Abstract

The application of artificial intelligence in education prompts an evolution in the professional competencies required of teachers. Current discussions on teacher AI literacy are predominantly situated within the context of general education, failing to capture the unique characteristics of vocational education, such as industry-education integration and school-enterprise collaboration. Consequently, a specific framework for vocational college teachers is absent, and existing research has not addressed this need. This study, grounded in empowerment theory, constructs an AI literacy framework for vocational college teachers. It elaborates on the competency dimensions related to human-computer collaboration, including the use of AI to understand industry demands, design instructional scenarios, and align curriculum with workplace requirements. The research further analyzes the practical constraints on literacy enhancement from the perspectives of policy environments, institutional support mechanisms, and teacher cognition, proposing corresponding developmental pathways. This study aims to provide a theoretical reference and practical guidance for the professional development of educators in the vocational sector.

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