Exploring AI
Generative AI as a Second Teacher: How Large Language Models (LLMs) Can Support Vocational Education Students
Paper Presentation in a Themed Session Daniele Mattioli, Arnfinn Gilberg
In Norway, about half of upper secondary students pursue vocational education and training (VET), yet dropout rates remain high – especially among boys from migrant backgrounds. This study investigates how large language models (LLMs), such as ChatGPT, may serve as tools to support learning in VET contexts characterized by limited teacher capacity and diverse student needs. Set in a vocational school with high dropout rates, the research explores students' experiences with LLMs as supplementary learning support. Following the release of ChatGPT in 2022, concerns about academic dishonesty have intensified. However, this study emphasizes the pedagogical potential of LLMs to provide timely, individualized assistance. The project is grounded in sociocultural learning theories, particularly Vygotsky’s Zone of Proximal Development and Lave and Wenger’s theory of situated learning. These perspectives position the LLM as a mediating cognitive tool that supports participation in communities of practice. Billett’s and Eraut’s work on informal learning further informs the understanding of AI-supported scaffolding. This research article builds on the first author's master's project, which employed an action research design. Empirical data for this article consists of interviews with ten VET students (age 16-18 yrs) who participated in the master's project. Thematic analysis (Braun & Clarke) is being used to explore the material. Preliminary findings suggest that students view LLMs positively. They report fewer interruptions in their work, greater independence, and increased confidence when encountering technical or cultural complexity. The study aims to examine how such technologies can foster student engagement and supplement traditional instruction in vocational education.
Leveraging AI in Education: Strategies for Successful Integration
Paper Presentation in a Themed Session Marc Le Bane
This paper focuses on the findings of an active research study on the integration of Artificial Intelligence (AI) into a Fintech engineering course over the past two years. The investigation uncovered both advantages and disadvantages associated with AI, including its impact on writing instruction, critical thinking development, and student perceptions. Strategies for effectively utilizing the potential of AI in education are discussed, focusing on practical approaches to maximize its benefits while minimizing its risks. Key strategies include: Educating students about the capabilities and limitations of AI tools; Evaluating the accuracy and reliability of AI-generated feedback; Fostering collaboration between humans and AI systems; Developing students' metacognitive awareness through the utilization of Metacognition-Based Student Feedback Literacy (MSFL), enabling them to effectively assess and make informed decisions about AI use.
El Manualumno (the Studentmanual): Integrating Wiki Tools and AI for Collaborative Learning in Economic History Teaching
Paper Presentation in a Themed Session Simone Fari
This paper presents preliminary results from an innovative teaching project that combines wiki tools and artificial intelligence (AI) to enhance collaborative learning in economic history courses. The project, implemented at the University of Granada during the 2024-25 academic year, involves students actively creating their learning materials through a wiki-based approach, supported by conscious AI use. The methodology integrates three innovative elements: collaborative creation of a manual and glossary using Moodle’s wiki tools, structured AI integration following specific training on its potential and limitations, and weekly in-person review sessions alternating between manual and glossary content. Preliminary results show rapid wiki tools adoption by students (2-3 weeks), mature and conscious use of AI for content development and text analysis, full student participation, and significant improvement in final product quality compared to the previous year. The project's pedagogical innovation lies in transforming students from passive consumers to active creators of their learning materials, integrating emerging technologies in a pedagogically grounded way, and combining digital learning with in-person review sessions.
