New book explores AI's transformative role in vocational learning
Researchers from Ara Institute of Canterbury have contributed to a new book examining the role of artificial intelligence (AI) in vocational education and training.
The publication, titled AI in Vocational Education and Training, was released by Springer Nature and draws on the efforts of a group of educators and researchers from Ara Institute of Canterbury and Otago Polytechnic.
Broader perspective
Rather than focusing primarily on academic integrity concerns, the book examines how AI technologies, particularly generative AI tools, can be leveraged to improve student learning outcomes and educational practices.
The editor of the collection, Dr Selena Chan, is an Education Developer at Ara and a recipient of the Ako Aotearoa Prime Minister's Supreme Award for excellence in tertiary teaching. Dr Chan stated that the work serves as a practical guide for vocational education and training (VET) providers interested in introducing AI in their teaching and learning.
"It also addresses ethical concerns, ensuring AI supports learning rather than undermine academic integrity," she said.
The widespread introduction of natural language AI chatbots, such as ChatGPT, has ignited public discussion about plagiarism risks in education. Dr Chan, however, argues that their book encourages a shift in focus. She noted that artificial intelligence has considerable value in promoting active learning, encouraging students to engage in critical thought, and supporting independent analysis.
"While the arrival of AI-powered natural language chatbots such as ChatGPT have sparked widespread debate about plagiarism, Dr Chan said the book offers an alternative perspective - highlighting AI's enormous potential to support deeper engagement, critical thinking and independent analysis."
Range of disciplines
The contributors examine AI integration within a range of vocational subjects, including construction management, graphic design, nursing, and business. The publication also dedicates attention to a project focused on adapting AI to benefit neurodivergent learners.
Dr Chan explained that educational developers, learning designers, tutors, and senior students collaborated to create AI-assisted learning activities aimed not only at engaging students but also at helping them become more independent in their analysis and improving their practical application skills.
She acknowledged the significant role of students in this research, saying the work would not have been completed without their involvement.
"I wanted to acknowledge the invaluable input of ākonga (students) in the research, without whom the work would not have been completed," Dr Chan said. She also recognised the contribution of Scott Klenner, who is both Ara's Research Manager and the Director of Rangahau, Research and Postgraduate Studies at Otago Polytechnic. "Scott's guidance on inclusivity, rangahau (Māori research) and the incorporation of mātauranga Māori (Māori knowledge) in research design was invaluable."
Collaboration between institutes
Scott Klenner commented on the joint effort between Ara and Otago Polytechnic, describing it as evidence of their leadership in applying AI to the local vocational education sector.
"[The publication highlights] our academics' te hinengaro me te ringa mahi (thinking and work) for producing leading research, with an international publisher, exploring the most significant evolution of education this century."
The editors describe the collection as a resource that offers case studies, practical frameworks and guidelines for both educators and policymakers seeking to adapt vocational education to contemporary demands in Aotearoa New Zealand.
Dr Chan's background includes extensive publications in vocational education and technology-enhanced learning, and she serves as Academic Capability Leader and co-editor of the International Journal of Training Research.
