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AI-Enabled Vocational Education: Teacher Role Reshaping and Competency Enhancement Paths

Author(s)

Shuangshuang Liu

Affiliation(s)

Jiangxi Industry Polytechnic College, Nanchang, Jiangxi, China

Abstract

With the rapid development of Artificial Intelligence (AI) technology, the traditional role of teachers in vocational colleges and universities is undergoing profound changes. Combining the theory of educational technology integration and the theory of personalized learning, this study systematically explores the transformation of teachers' roles, including from knowledge transmitters to learning facilitators, from teaching evaluators to data analysts, from curriculum designers to technology integrators, and from classroom managers to learning community builders. Through literature analysis and case study methodology, the key competency requirements of teachers in these new roles are analyzed in depth and specific competency enhancement strategies are identified. These strategies include systematic theoretical learning, technology application practice, reflective improvement, and peer communication and sharing, aiming to help teachers effectively improve their teaching quality and professional competence while coping with the challenges of AI technology. The results of the study show that through the implementation of rational strategies, teachers are not only better able to adapt to the new technological environment, but also play a greater role in the sustainable development of vocational education.

Keywords

Vocational Education; AI Technology; Teachers; Roles; Competencies

References

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