Artificial Intelligence in Professional and Vocational Training: Exploring Teachers and Students’ Knowledge and Use
Abstract Artificial intelligence is one of the technologies with the most significant transformative potential in education. This study investigates the level of knowledge and use of artificial intelligence in vocational education. A mixed-methods approach with an exploratory-descriptive design was used to analyse the perceptions of 150 students and 20 teachers from a public educational institution in the healthcare field. Data were collected through an ad-hoc online questionnaire and analysed through descriptive statistical and dispersion methods, all processed through SPSS software. The results show that both groups have limited knowledge of artificial intelligence-based tools, with Canva and ChatGPT being the most recognised. A significant relationship was found between age and artificial intelligence knowledge, with younger participants reporting greater familiarity with these technologies. The findings underline the need for training programmes that address these gaps and accommodate generational differences in technology adoption.
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Aparicio-Gómez, W. O. (2023). Vista de La Inteligencia Artificial y su Incidencia en la Educación: Transformando el Aprendizaje para el Siglo XXI. Revista Internacional de Pedagogía e Innovación educativa, 3(2), 217-229. https://doi.org/10.51660/ripie.v3i2.133
APA. (2020). Principios éticos de los psicólogos y código de conducta. Asociación Estadounidense de Psicología. https://www.apa.org/ethics/code
Bond, M., Zawacki-Richter, O., & Gouverneur, F. (2021). Revisión sistemática de las aplicaciones de la IA en la educación superior: ¿Dónde están los educadores? Revista internacional de tecnología educativa en la educación superior, 16(39). https://doi.org/10.1186/s41239-019-0171-0
Cabero-Almenara J., Palacios-Rodríguez, A., Loaiza-Aguirre, M. I., & Rivas-Manzano, M. R. (2024). Acceptance of Educational Artificial Intelligence by Teachers and its Relationship with some variables and pedagogical beliefs. Education Sciences. 14(7), 740. https://doi.org/10.3390/educsci14070740
Chan, C., & Tsi, L. (2023). The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education? ArXiv. https://doi.org/10.48550/arXiv.2305.01185.
Comisión Europea (2018). Plan coordinado sobre inteligencia artificial. https://ec.europa.eu/digital-strategy
Corder, G. W., & Foreman, D. I. (2014). Estadística no paramétrica: un enfoque paso a paso (2ª ed.). Wiley.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Delcker, J., Heil, J. & Ifenthaler, D. (2024). Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence. Educational Technology Research and Development, 73, 115–133. https://doi.org/10.1007/s11423-024-10418-1
Field, A. (2018). Descubrimiento de estadísticas utilizando IBM SPSS Statistics (5ª ed.). SAGE.
Díaz Pino, A. A, García Aparicio, A., Silva Balaguera, L., & Pacheco Ruíz, M. (2024). La Inteligencia Artificial Generativa en la formación inicial de docentes y educadores. En E. López Meneses, D. Cobos, A. Jaén, A. H. Martín, & L. Molina (ed.). Calidad e innovación pedagógica: Experiencias docentes y tecnológicas aplicadas al aula (pp. 1082-1096). Dykinson.
Galindo-Domínguez, H., Delgado, N., Losada, D. & Etxabe, J.M. (2024). An analysis of the use of artificial intelligence in education in Spain: The in-service teacher’s perspective. Journal of Digital Learning in Teacher Education. 40, 41-56. https://doi.org/10.1080/21532974.2023.2284726
Gobierno de España. (2020). ENIA: Estrategia Nacional de Inteligencia Artificial. Ministerio de Asuntos Económicos y Transformación Digital. https://bit.ly/3oHHUb0
Hernández-Sampieri, R. & Mendoza, C (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Editorial Mc Graw Hill Education.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. https://d66z.short.gy/zsL1b1
INTEF. (2024). Guía sobre el uso de la Inteligencia Artificial en el ámbito educativo. MECFPD, Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. https://d66z.short.gy/qWErZm
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Laupichler, M. C., Aster, A., & Raupach, T. (2023). Delphi study for the development and preliminary validation of an item set for the assessment of non-experts’ AI literacy. Computers and Education: Artificial Intelligence, 4, 100126. https://doi.org/10.1016/j.caeai.2023.100126
López Esteban, C. (ed.) (2023). Propuestas docentes para la integración de la Agenda 2030 y los ODS en la Universidad de Salamanca: Modelos y experiencias en el Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas. Ediciones Universidad de Salamanca. https://doi.org/10.14201/0AQ0347
Mitsea, E., Drigas, A., & Skianis, C. (2025). A Systematic Review of Serious Games in the Era of Artificial Intelligence, Immersive Technologies, the Metaverse, and Neurotechnologies: Transformation Through Meta-Skills Training. Electronics, 14(4), 649. https://doi.org/10.3390/electronics14040649
Parlamento Europeo. (2021, marzo). ¿Qué es la inteligencia artificial y cómo se usa? https://d66z.short.gy/HtPVAd
Rodríguez-Rodríguez, J., & Reguant-Álvarez, M. (2020). Calcular la fiabilidad de un cuestionario o escala mediante el SPSS: el coeficiente alfa de Cronbach. REIRE Revista d’Innovació i Recerca en Educació, 13(2), 1–13. https://doi.org/10.1344/reire2020.13.230048
Rott, K. J., Lao, L., Petridou, E., & Schmidt-Hertha, B. (2022). Needs and requirements for an additional AI qualification during dual vocational training: Results from studies of apprentices and teachers. Computers and Education: Artificial Intelligence, 3, 100102. https://doi.org/10.1016/j.caeai.2022.100102
Smith B. (2018). The Future Computed: Artificial Intelligence and its Role in Society. Microsoft Corporation.
Taccle AI (2020). Taccle AI – The Project. https://taccleai.eu/
Tavakol, M. & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
UNESCO. (2024). Guía para el uso de la IA generativa en educación e investigación. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. https://d66z.short.gy/EWSRmS
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
APA. (2020). Principios éticos de los psicólogos y código de conducta. Asociación Estadounidense de Psicología. https://www.apa.org/ethics/code
Bond, M., Zawacki-Richter, O., & Gouverneur, F. (2021). Revisión sistemática de las aplicaciones de la IA en la educación superior: ¿Dónde están los educadores? Revista internacional de tecnología educativa en la educación superior, 16(39). https://doi.org/10.1186/s41239-019-0171-0
Cabero-Almenara J., Palacios-Rodríguez, A., Loaiza-Aguirre, M. I., & Rivas-Manzano, M. R. (2024). Acceptance of Educational Artificial Intelligence by Teachers and its Relationship with some variables and pedagogical beliefs. Education Sciences. 14(7), 740. https://doi.org/10.3390/educsci14070740
Chan, C., & Tsi, L. (2023). The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education? ArXiv. https://doi.org/10.48550/arXiv.2305.01185.
Comisión Europea (2018). Plan coordinado sobre inteligencia artificial. https://ec.europa.eu/digital-strategy
Corder, G. W., & Foreman, D. I. (2014). Estadística no paramétrica: un enfoque paso a paso (2ª ed.). Wiley.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Delcker, J., Heil, J. & Ifenthaler, D. (2024). Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence. Educational Technology Research and Development, 73, 115–133. https://doi.org/10.1007/s11423-024-10418-1
Field, A. (2018). Descubrimiento de estadísticas utilizando IBM SPSS Statistics (5ª ed.). SAGE.
Díaz Pino, A. A, García Aparicio, A., Silva Balaguera, L., & Pacheco Ruíz, M. (2024). La Inteligencia Artificial Generativa en la formación inicial de docentes y educadores. En E. López Meneses, D. Cobos, A. Jaén, A. H. Martín, & L. Molina (ed.). Calidad e innovación pedagógica: Experiencias docentes y tecnológicas aplicadas al aula (pp. 1082-1096). Dykinson.
Galindo-Domínguez, H., Delgado, N., Losada, D. & Etxabe, J.M. (2024). An analysis of the use of artificial intelligence in education in Spain: The in-service teacher’s perspective. Journal of Digital Learning in Teacher Education. 40, 41-56. https://doi.org/10.1080/21532974.2023.2284726
Gobierno de España. (2020). ENIA: Estrategia Nacional de Inteligencia Artificial. Ministerio de Asuntos Económicos y Transformación Digital. https://bit.ly/3oHHUb0
Hernández-Sampieri, R. & Mendoza, C (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Editorial Mc Graw Hill Education.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. https://d66z.short.gy/zsL1b1
INTEF. (2024). Guía sobre el uso de la Inteligencia Artificial en el ámbito educativo. MECFPD, Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. https://d66z.short.gy/qWErZm
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Laupichler, M. C., Aster, A., & Raupach, T. (2023). Delphi study for the development and preliminary validation of an item set for the assessment of non-experts’ AI literacy. Computers and Education: Artificial Intelligence, 4, 100126. https://doi.org/10.1016/j.caeai.2023.100126
López Esteban, C. (ed.) (2023). Propuestas docentes para la integración de la Agenda 2030 y los ODS en la Universidad de Salamanca: Modelos y experiencias en el Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas. Ediciones Universidad de Salamanca. https://doi.org/10.14201/0AQ0347
Mitsea, E., Drigas, A., & Skianis, C. (2025). A Systematic Review of Serious Games in the Era of Artificial Intelligence, Immersive Technologies, the Metaverse, and Neurotechnologies: Transformation Through Meta-Skills Training. Electronics, 14(4), 649. https://doi.org/10.3390/electronics14040649
Parlamento Europeo. (2021, marzo). ¿Qué es la inteligencia artificial y cómo se usa? https://d66z.short.gy/HtPVAd
Rodríguez-Rodríguez, J., & Reguant-Álvarez, M. (2020). Calcular la fiabilidad de un cuestionario o escala mediante el SPSS: el coeficiente alfa de Cronbach. REIRE Revista d’Innovació i Recerca en Educació, 13(2), 1–13. https://doi.org/10.1344/reire2020.13.230048
Rott, K. J., Lao, L., Petridou, E., & Schmidt-Hertha, B. (2022). Needs and requirements for an additional AI qualification during dual vocational training: Results from studies of apprentices and teachers. Computers and Education: Artificial Intelligence, 3, 100102. https://doi.org/10.1016/j.caeai.2022.100102
Smith B. (2018). The Future Computed: Artificial Intelligence and its Role in Society. Microsoft Corporation.
Taccle AI (2020). Taccle AI – The Project. https://taccleai.eu/
Tavakol, M. & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
UNESCO. (2024). Guía para el uso de la IA generativa en educación e investigación. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. https://d66z.short.gy/EWSRmS
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Araújo Ameijeiras, A., García-Fuentes, O., & Raposo-Rivas, M. (2025). Artificial Intelligence in Professional and Vocational Training: Exploring Teachers and Students’ Knowledge and Use. Education in The Knowledge Society, 26, e32230. https://doi.org/10.14201/eks.32230
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