Abstract:

Digital sovereignty and digital competencies are closely interlinked and of central importance for being able to use AI based technologies in vocational education and training in a self determined and secure way. Digital sovereignty describes the ability of individuals and organisations to act autonomously in the digital space and to deal with digital processes in a self determined manner. Digital competencies, in turn, refer to the ability to use AI based technologies in a targeted and reflective way. They include technical skills, data literacy, digital communication, and legal ethical judgment.

The paper aims to clarify the relationship between these two concepts and to identify conditions under which AI-based technologies can be used in a responsible manner in educational and vocational contexts. It is based on a conceptual and practice-oriented analysis of current research on AI-supported assistance systems, digital competence frameworks and vocational education. This analysis is complemented by examples from initial, continuing and advanced educational practice, illustrating how digital sovereignty and competencies are addressed in teaching, learning and assessment processes. Examples include the use of AI-based tutoring systems for individualised learning support, learning analytics dashboards to monitor learning progress, and generative AI applications for lesson planning, documentation and examination preparation in teacher training.

The analysis shows that digital sovereignty in vocational education cannot be achieved without well-developed digital competencies, particularly when it comes to understanding how AI systems generate recommendations, feedback, or assessments. Educational examples demonstrate that AI-based systems can support teaching and learning when learners and teachers are enabled to critically reflect on system outputs, data sources and potential biases. For instance, the pedagogical use of AI-generated feedback in apprenticeship training fosters learning only when students are guided to evaluate and contextualise suggestions rather than adopt them uncritically. Similarly, simulation-based learning environments and AI-supported case studies in vocational schools allow learners to explore decision-making processes while reflecting on responsibility, transparency and human oversight. Effective digital participation in vocational contexts emerges where AI is used transparently, where users understand its functioning and limitations, and where they are actively involved in shaping AI-based tools and processes. Best practice examples demonstrate that application-oriented learning formats, interactive learning scenarios and participatory development processes strengthen both competence development and sovereign professional action.

The contribution concludes that the sustainable promotion of digital sovereignty in vocational education requires an integrated educational strategy. Central starting points include the curricular integration of sovereignty- and competence-related learning objectives, the systematic use of practice-oriented and reflective teaching formats, the continuous professional development of teachers and in-company trainers, and the active involvement of educational actors in shaping AI-based technologies.

Keywords:

Digital sovereignty, Digital competencies, AI, Vocational education and training