AI-Driven Transformation of Higher Vocational Education and AI Literacy Development in China

Artificial intelligence (AI) is transforming vocational education by reshaping educational objectives, teaching approaches, and competency requirements. As AI technologies become increasingly integrated into industrial and professional contexts, higher vocational education needs to develop students’ AI literacy to prepare them for future workplaces. This study adopts a conceptual and policy analysis approach to examine AI-driven transformation in China’s higher vocational education, focusing on emerging challenges and pathways for AI literacy development.
The findings indicate that AI is promoting changes in curriculum development, teaching innovation, intelligent assessment, and industry–education collaboration. However, effective AI integration remains constrained by challenges related to curriculum adaptation, teacher capability, educational resources, and regional disparities. This study argues that AI literacy should extend beyond basic technology use and include multiple competencies, including understanding AI, applying AI in professional contexts, critically evaluating AI outputs, and using AI responsibly. Furthermore, AI literacy development requires differentiated strategies that consider variations across institutional levels, regions, and academic disciplines. Based on this analysis, the study proposes that AI literacy cultivation should be advanced through curriculum integration, teacher professional development, industry collaboration, and multidimensional assessment mechanisms to support sustainable transformation of higher vocational education.
This study provides theoretical and practical insights into AI-driven vocational education transformation and offers guidance for developing AI literacy frameworks in higher vocational institutions.

Artificial Intelligence; Generative Artificial Intelligence; Higher Vocational Education; AI Literacy; Digital Transformation; Educational Policy

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