- Gurzhii, Andrii N. (orcid.org/0000-0001-6923-0830) and Pryhodii, Mykola (orcid.org/0000-0001-5351-0002) (2025) Artificial intelligence in vocational education: strategies for digital integration and personalized learning Professional Pedagogics, 2 (31). pp. 164-173. ISSN 2707-3092
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Abstract
Relevance. The digital transformation of society significantly alters the requirements for the content and organization of vocational education, necessitating the integration of artificial intelligence (AI) into educational processes. In the context of the digital economy, Industry 4.0, and Ukraine’s European integration aspirations, vocational education must ensure the training of specialists capable of working within automated systems, big data environments, and digital ecosystems. The experience of the European Union, as documented in strategic digital education frameworks, demonstrates that AI is not merely a technological tool but a driver of systemic changes encompassing pedagogy, management, curriculum content, and assessment of learning outcomes. Therefore, investigating the implementation of AI in vocational education is both timely and socially significant, particularly in the context of modernizing Ukraine’s educational system. Purpose. The aim of the article is to substantiate the role of artificial intelligence as a strategic resource for the development of vocational education and to identify key directions for its integration into the national educational system in accordance with European standards. Methods. The study employs analysis of EU and Ukrainian regulatory documents in the field of digital education; systemic and structural-functional analysis to determine the components of vocational education digitalization; comparative analysis of European and Ukrainian experience in AI integration; synthesis of scientific approaches to the formation of future competencies; and forecasting methods to identify the prospects for vocational education development based on analytical platforms and big data. Results. It has been substantiated that the use of AI facilitates the transition from mass education to personalized educational trajectories, the development of adaptive learning systems, digital mentors, educational analytics, and simulation platforms. Key components of vocational education digitalization have been identified: analytical platforms for labor market needs forecasting, adaptive learning management systems (LMS), digital competency databases, virtual teacher training centers, and academic integrity services. The main barriers to AI implementation in Ukraine have been revealed, including infrastructural, personnel, regulatory, and ethical challenges. The study demonstrates the necessity of transforming the role of the educator into that of a facilitator, analyst, and digital mentor. Conclusions. Artificial intelligence emerges not merely as an auxiliary technology but as a key factor in the modernization of vocational education. Its integration promotes the development of future competencies, digital literacy, and the harmonization of Ukrainian education with the European educational space. Further development of vocational education requires the creation of a national digitalization strategy, investment in infrastructure, and systematic professional development of teaching staff.
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