Abstract:

Artificial intelligence (AI) is rapidly entering educational practice, yet its adoption in Vocational Education and Training (VET) remains uneven and strongly shaped by local conditions. This study designs and applies an educational phenomenology approach to explore how VET teachers in Andalusia (Spain) experience and interpret the incorporation of AI tools in their everyday teaching. Framed within an interpretive paradigm, a pilot study was carried out in a public secondary school in the province of Cádiz. Eight VET teachers from four professional fields (Health; Electricity and Electronics; Vehicle Transport and Maintenance; Sociocultural and Community Services) participated voluntarily.

Data were collected through semi-structured interviews focused on:
(1) knowledge and uses of AI,
(2) perceived impact on teaching and student learning, and
(3) barriers and facilitators affecting adoption.

In parallel, a documentary analysis examined AI-generated or AI-supported teaching materials contributed by participants, classifying them by purpose (instructional, assessment, administrative, and inclusion-related) and rating their degree of contextual personalization and added pedagogical value. Triangulation of interview and document data enabled a richer understanding of both reported perceptions and observable practices.

Findings indicate that AI use is still incipient, with notable variability in frequency, purposes, and levels of adaptation to specific classes or learners. Teachers mainly employ AI for generating learning resources, supporting assessment preparation, and streamlining routine documentation. Reported benefits include time savings, idea generation, and improved capacity to diversify materials. At the same time, participants expressed concerns related to reliability of outputs, student overreliance, academic integrity, and data protection. Key barriers include limited training, lack of clear institutional guidance, uneven digital infrastructure, and uncertainty about ethical classroom use. Teachers consistently requested practical professional development combining technical, pedagogical, and ethical competencies, aligned with the realities of VET.

Despite its pilot scope, the study provides a replicable qualitative design and concrete instruments that can support broader investigations and inform contextualized training strategies for responsible AI integration in VET.

Keywords:

Artificial intelligence, Vocational Education and Training, teacher perceptions, educational innovation, phenomenology, qualitative research.