Artificial Intelligence in Vocational Higher Education: Challenges, Potential, and the Lecturer's Role

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Artificial Intelligence (AI) has become an integral part of the ongoing digital transformation across various sectors, including higher education. Amidst rapid technological advancements, AI offers significant opportunities to revolutionize the way lecturers teach and students learn. Lectures, once traditionally conducted, are now undergoing significant changes with the advent of various AI-based tools and platforms that can assist in material delivery, evaluation, and learning assistance (Michel-Villarreal et al., 2023).

AI can be used to accelerate academic administration processes, personalize student learning experiences, and improve the quality of learning through data analysis. Online learning platforms are now equipped with intelligent features such as learning chatbots, material recommendation systems, and automated assessment tools that can ease the workload of lecturers. However, the adoption of AI in education still faces various challenges, particularly in terms of human resource and infrastructure readiness.

In vocational higher education settings, the use of AI in lectures holds enormous potential. Vocational higher education institutions, which emphasize skills and work practices, can utilize AI to digitally simulate industrial conditions (Neumann et al., 2023). For example, through the use of AI-based augmented reality (AR) and virtual reality (VR) technology, students can virtually learn to use industrial machinery or equipment before actually entering the workforce.

Furthermore, AI can be used to make learning more adaptive to the diverse needs and learning pace of vocational students. This technology can analyze individual student learning outcomes and recommend appropriate materials to enhance their understanding. This significantly contributes to creating inclusive and effective learning for all students, not just those who excel academically.

However, the use of AI in the learning process at vocational higher education institutions is not yet fully maximized. Many lecturers and institutions still have limited understanding and mastery of this technology. Most learning activities still run traditionally, without utilizing the sophistication of available technology. However, the use of AI is not simply following a trend, but a necessity to adapt to the demands of the Industrial Revolution 4.0 and Society 5.0 era.

Some of the main obstacles to implementing AI in lectures include limited digital infrastructure, lack of training for lecturers, and limited budgets for technology development. Furthermore, there are concerns about the ethical use of AI, such as the potential for algorithmic bias and the security of student data. Therefore, appropriate policies and institutional support are needed to ensure optimal and responsible use of AI.

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As lecturers, there are several things you can do to start utilizing AI in the learning process, even on a small scale. One way is to utilize AI-based learning tools that are available for free or at a low cost. For example, using an adaptive learning platform that can recommend additional materials to students based on their quiz results (Saaida, 2023).

Furthermore, lecturers can use AI-based applications to analyze student feedback or evaluate the effectiveness of teaching materials. Some platforms even provide automatic learning reports that can help lecturers reflect on and improve teaching methods. This small step can be the beginning of a broader and more impactful transformation in learning.

The use of AI in the assessment process can also be a time-saving solution, especially in courses with large student populations. Automated correction tools for objective questions or plagiarism detection systems for written assignments are simple examples of AI applications that lecturers can implement directly. This not only simplifies their work but also increases fairness and transparency in assessment.

Furthermore, lecturers need to develop digital literacy and skills in understanding how AI works. This understanding is crucial so that lecturers are not merely passive users but also able to assess and choose which technology is appropriate for their learning needs. Training, workshops, and collaboration between lecturers can be the first steps in building this competency.

Beyond the technical side, it is also important to develop ethical standards in the use of AI. Lecturers need to educate students about the wise use of AI, not merely as an aid, but also as part of an ethical and responsible learning process. This includes discussing issues of plagiarism, the authenticity of assignments, and how AI can be used to enhance creativity, not replace it.

In the long term, lecturers can also be involved in developing curricula that incorporate AI-based learning (Komalasari et al., 2025). This is crucial so that students become not only users of technology but also understand the basic principles of AI, especially for those who will work in technology-based industries. The integration of AI into vocational curriculums can begin with small projects based on solving real-world problems assisted by AI tools.

Finally, collaboration between lecturers, institutions, and industry is crucial to supporting the AI ecosystem in vocational higher education institutions. Industry can be a strategic partner in providing technology-based tools, training, and internship opportunities. Thus, the use of AI in lectures will not only improve the quality of education but also ensure graduates are better prepared to face the challenges of the workplace.

References:

Komalasari, D. D. N., Rachmawati, S. S., & Chaniago, H. (2025). EFISIENSI ENERGI KANTOR BERBASIS ARTIFICIAL INTELLIGENCE (AI) DAN INTERNET OF THINGS (IOT) PADA PERGURUAN TINGGI VOKASI. NUSANTARA: Jurnal Ilmu Pengetahuan Sosial, 12(6), 2510-2516.

Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education sciences, 13(9), 856.

Neumann, M., Rauschenberger, M., & Schön, E. M. (2023, May). “We need to talk about ChatGPT”: The future of AI and higher education. In 2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG) (pp. 29-32). IEEE.

Saaida, M. B. (2023). AI-Driven transformations in higher education: Opportunities and challenges. International journal of educational research and studies, 5(1), 29-36.