Bridging Digital and Vocational Learning: The Role of AI in Enhancing Culturally Responsive TLE Instruction and Pedagogical Approaches

Randulph Navasca

doi:10.63931/ijchr.v7iSI3.398

Authors

Randulph Navasca Don Mariano Marcos Memorial State University https://orcid.org/0009-0004-7739-5028

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.398

Keywords:

AI integration, vocational education, technology and livelihood education, personalized learning, pedagogical strategies, skill-based learning, blended learning, teacher perceptions, educational technology

Abstract

This study explores the perceptions and experiences of Technology and Livelihood Education (TLE) educators in integrating artificial intelligence (AI) tools into vocational instruction and pedagogy. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and Rogers’ Innovation Diffusion Theory, the research examines the challenges and opportunities presented by AI adoption in skill-based learning within TLE curricula. Employing a qualitative phenomenological approach, data were gathered through semi-structured interviews, focus group discussions, and document analysis, with thematic analysis used to identify key insights. Findings reveal that while TLE educators acknowledge AI's potential in enhancing instructional engagement, personalized learning, and efficiency, concerns persist regarding over-reliance on technology, access limitations, and the need for professional training. The study also highlights pedagogical shifts, including the adoption of blended learning strategies, AI-assisted assessments, and new instructional approaches that balance technological integration with hands-on practice. These results underscore the need for targeted AI training programs, infrastructure development, and institutional support to optimize AI’s role in vocational education.

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