Abstract:

This study examines the perceptions of generative artificial intelligence (AI) among workforce development educators. Through a survey of frontline practitioners from ten diverse workforce development organizations in the U.S., the research explores how workforce development practitioners are making sense of generative AI and using it, or not using it, in their teaching practices. Findings highlight that while generative AI offers significant potential to enhance workforce development, practitioners identify critical challenges, including access barriers, digital literacy gaps, and systemic inequalities. The research highlights an urgent need for workforce development organizations to promote AI fluency among their educators, as practitioners' fluency is likely to directly impact their ability to prepare learners effectively to use AI themselves. Insights from this study inform grantmakers, educators, and policymakers about actionable strategies and funding priorities to promote inclusive workforce development and ensure equitable participation in the evolving labor market.

Keywords:

AI, workforce development, technology, educator development.