A recent study conducted within the Erasmus+ VETAssIst project (2024–2027) explores how artificial intelligence is currently being integrated into vocational education and training (VET) in Slovakia.
Based on 38 semi-structured interviews with Slovak VET teachers and a nationwide survey of 208 respondents, the research highlights a generally positive yet cautious attitude toward AI. Teachers recognize the potential of AI to support lesson planning, assessment, and administrative tasks, but the study also reveals important challenges. Among the most significant barriers are limited access to structured training, insufficient technical infrastructure, unclear guidelines,and concerns about the reliability and ethical implications of AI-generated content.
The findings show that teachers already using AI tend to approach it more systematically and critically, while non-users more frequently emphasize risks such as plagiarism and reduced student autonomy. Across both groups, there is strong agreement that AI should support teachers’ work rather than replace professional expertise.
Importantly, the research suggests that AI integration in Slovak VET is currently driven more by individual initiative than by coordinated institutional strategies. Sustainable implementation will require practice-oriented professional development, clearer ethical frameworks, and stronger institutional support.
The study contributes valuable empirical insights from the Slovak context to the growing international discussion on the role of AI in vocational education.
The editorial team also expressed their gratitude to Assist. Professor Dr. Ivana Pondelíková, who served as Guest Editor, for her exceptional leadership in bringing this issue to life.
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