Needs and requirements for an additional AI qualification during dual vocational training: Results from studies of apprentices and teachers
Karin Julia Rott, Lena Lao, Efthymia Petridou, Bernhard Schmidt‐Hertha
Abstract
The integration of artificial intelligence (AI) in application-based contexts has created the need for skilled workers with AI knowledge and competencies. In order to meet this demand, it is necessary to integrate AI into vocational education and training (VET) in Germany, for example in the form of an additional AI qualification. Such an additional qualification in the field of AI in the VET system is innovative and comparatively new. Therefore, this article explores the views of both teachers and apprentices regarding the requirements for an additional AI qualification, - perspectives which have not been sufficiently researched, yet. Results from a mixed-methods needs analysis based on interviews with 12 vocational school teachers and a survey of 746 apprentices reveals the following key results. Both groups – teachers and apprentices – agree that the learning content of the qualification must primarily cover the basic theoretical concepts of AI. Teachers consider blended learning formats combining online learning with face-to-face instruction to be the most appropriate form for such a qualification. Ultimately, they consider an action-oriented and student-centered didactic design to be useful, whereas apprentices seem to prefer a teacher-centered additional AI qualification. Both the study's contributions and its limitations provide useful insights regarding the implementation of AI contents in VET. It is still a matter for further research to determine the necessary prerequisites for an AI qualification as well as its relevance and practical aspects; in this respect, the employers’ perspective could prove to be insightful.