Research on the Transformation of Vocational College Teachers' Roles and Competency Framework from the Perspective of Artificial Intelligence

Siyuan Guo

doi:10.70088/cntgj950

Authors

Siyuan Guo Hainan Vocational University of Science and Technology, Haikou, Hainan, China Author

DOI:

https://doi.org/10.70088/cntgj950

Keywords:

artificial intelligence, vocational colleges, teacher role transformation, competency framework, intelligent education

Abstract

The rapid advancement of artificial intelligence technology is reshaping the teaching models, educational approaches, and evaluation systems in vocational education, driving its transformation from "traditional skill training" to "cultivating interdisciplinary talents for the intelligent era." As the core educators in vocational institutions, teachers face new challenges and restructuring demands in their role positioning and competency frameworks. Current vocational educators exhibit weaknesses in AI technology application, lack of teaching innovation awareness, and outdated role perceptions, making it difficult to meet the requirements of intelligent education. Based on the intrinsic logic of AI integration with vocational education, this paper analyzes the core directions of teacher role transformation, constructs a four-dimensional competency framework encompassing "technical application literacy + teaching innovation literacy + core educational literacy + lifelong learning literacy," and proposes practical pathways for role transformation. These findings provide theoretical references and practical guidance for faculty development and intelligent education reform in vocational institutions.

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