Strategies for Applying AI in Vocational Education and Training. Predict: Preliminary Results and Impact

https://doi.org/10.46841/RCV.2025.01.04

Authors

Keywords:

jobs, green digital tools, digital society, skills, VET, education, AI

Abstract

This paper intends to demonstrate and analyze strategies for applying AI in vocational education and training. In particular, it analyzes the preliminary results and their implications of the PREDICT: JOBS OF THE FUTURE WITH AI 4 VET INCLUSION project. The PREDICT project addresses the pressing challenges faced by the emerging workforce, particularly those graduating from vocational education and training (VET) programs. By formulating comprehensive strategies, the project aims to promote the inclusiveness, lifelong learning and mentoring that are critical to the career advancement of these individuals, especially those from disadvantaged backgrounds. Through a series of objectives, including developing a holistic digital reskilling model, addressing digital illiteracy, creating mentorship guidelines, promoting green digital tools, and establishing sustainable models, PREDICT seeks to equip VET students and other target groups with the necessary skills and readiness for the digital age. Ultimately, the project aims to empower individuals with digital resilience and readiness tailored to their individual needs, ensuring their successful integration into the evolving workforce landscape.

In this paper, we analyze the preliminary results, such as the manuals on green digital tools for innovative jobs and the IA course prototype, and their impact on the overall project. The impact is one of the most important indicators because the goal of this project is to create roadmaps, guidelines, blueprints, and other mechanisms that can be easily replicated or used by any of our European peers (be it an NGO, a company, an association or even a country).

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Author Biographies

Maria Potes Barbas, Instituto Politécnico de Santarém - Escola Superior de Educação

Research Hub Digital Literacy and Inclusion - Centre for Research in Arts and Communication
Address: Complexo Andaluz, Apartado 279, 2001-904 Santarém, Portugal.
Email: maria.barbas@ese.ipsantarem.pt

Andreia Teles Vieira, Instituto Politécnico de Santarém - Escola Superior de Educação

Research Hub Digital Literacy and Inclusion - Centre for Research in Arts and Communication
Address: Complexo Andaluz, Apartado 279, 2001-904 Santarém, Portugal.
Email: andreia.vieira@ese.ipsantarem.pt

Paulo Duarte Branco, Instituto Politécnico de Santarém - Escola Superior de Educação

Research Hub Digital Literacy and Inclusion - Centre for Research in Arts and Communication
Address: Complexo Andaluz, Apartado 279, 2001-904 Santarém, Portugal.
Email: paulo.duarte@ese.ipsantarem.pt

Elsa Casimiro, Instituto Politécnico de Santarém - Escola Superior de Educação

Research Hub Digital Literacy and Inclusion - Centre for Research in Arts and Communication
Address: Complexo Andaluz, Apartado 279, 2001-904 Santarém, Portugal.
Email: elsacmcasimiro@gmail.com

References

Agrawal, Ajay K., Joshua Gans, and Avi Goldfarb. 2023. "The Turing Transformation: Artificial Intelligence, Intelligence Augmentation, and Skill Premiums." NBER Working Paper No. w31767. Available at SSRN: https://ssrn.com/abstract=4596067.

Çela, Eriona, Narasimha Rao Vajjhala, and Philip Eappen. 2024. "Artificial Intelligence in Vocational Education and Training." In Transforming Vocational Education and Training Using AI, Chapter 1. Hershey, PA: IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8252-3.ch001.

Dell'Acqua, Fabrizio, Edward McFowland III, Ethan R. Mollick, Hila Lifshitz-Assaf, Katherine Kellogg, Saran Rajendran, Lisa Krayer, François Candelon, and Karim R. Lakhani. 2023. "Navigating the Jagged Technological Frontier: Field Experimental Evidence of the Effects of AI on Knowledge Worker Productivity and Quality." Harvard Business School Technology & Operations Management Unit Working Paper No. 24−013, The Wharton School Research Paper. Available at SSRN: http://dx.doi.org/10.2139/ssrn.4573321.

European Commission. 2020. Digital Education Action Plan 2021−2027: Resetting Education and Training for the Digital Age. European Commission. Retrieved from https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en.

OECD. 2019. Getting Skills Right: Future-Ready Adult Learning and Skills Strategies. OECD Publishing.

PREDICT. 2022. "Jobs of the Future with AI 4 VET Inclusion." Retrieved from https://predict.ipsantarem.pt/.

Taccle AI. 2021. Improving the Skills and Competences of VET Teachers and Trainers in the Age of Artificial Intelligence. Taccle AI Project. Retrieved from https://taccleai.eu.

The European Commission. "Pact for Skills." Retrieved from https://ec.europa.eu/social/main.jsp?catId=1517=en.

UNESCO. 2021. Education for Sustainable Development Goals: Learning Objectives. United Nations Educational, Scientific and Cultural Organization. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000261804.

Published

2025-03-25

How to Cite

Potes Barbas, M., Teles Vieira, A., Duarte Branco, P., & Casimiro, E. (2025). Strategies for Applying AI in Vocational Education and Training. Predict: Preliminary Results and Impact. Calitatea Vieții, 36(1), 1–12. https://doi.org/10.46841/RCV.2025.01.04

Issue

Section

Studies

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