AI Scenario Simulation Empowers Teaching Competency Transformation for Higher Vocational Teachers: A Case Study of the Modern Secretarial Program
Abstract
With the increased industry-education integration, the higher vocational colleges are establishing dual-teacher projects with enterprises to improve students' ability. The project-based in Modern Secretarial major in School A. Data came from course instructors, enterprise mentors, and students; classroom observations and teaching records were coded using thematic analysis. The question is what the challenges and opportunities are if a supervisory system matching enterprise mentors with course instructors operates within a teaching environment based on AI and how teachers redefine their functions and reestablish professional competency. The results indicate that AI scenario simulation, with its ability to provide instantaneous feedback and differentiated tasks, alleviates the strain of differentiated instruction in large classes. This liberates the teachers to diagnose learning needs and lead groups at various levels. It is true as long as teachers determine the limit of AI engagement: what the system can manage. These options require learning checks as well; otherwise, the achievement gap amongst students is likely to increase. The research provides a viable source for vocational colleges to undertake the same reforms in practicum teaching and teacher development.
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