In this project, researchers from the FFHS and SFUVET aim to assess the current status quo of AI competences among teachers in vocational education.
The advent of artificial intelligence (AI) affects many areas, the educational sector notwithstanding. Given the potential effects of the introduction of AI in professional contexts, educators in general as well as in vocational education need to be able to impart the respective comptences onto theirs students to prepare them for these challenges. A necessary condition for this endeavour is that teachers and instructors possess the respective competences themselves in the first place. In this project, we aim to assess the status quo regarding AI competences among teachers in vocational education using an adapted version of a previously established AI-specific questionnaire, which was used only in general education. A second goal is to validate the adapted self-assessment instrument itself. Lastly, we will create a framework for a counselling model involving self-reflective prompting questions, which are informed by competence profiles showing individual strengths and weaknesses based on the participants’ scores, resulting in individualised feedback. The model intends to guide teachers towards the acquisition of new competences via personalised recommendations, which could then be automated in the future.
The project will be officially launched in January 2025, with the data collection expected to be completed in May. Afterwards, the framework will be developed.
By the end of the project, we will have developed a framework with prompting questions, feedback, and competence profiles, allowing teachers in vocational education to assess, reflect on, and further develop their AI competences. The feasibility of an automation of the procedure will be assessed as well, allowing the approach to be translated into practice.
