Analyzing the Role of Artificial Intelligence in Enhancing the Professional Competencies of Vocational Teachers in Technical and Vocational Schools

This article aims to analyze the role of artificial intelligence in enhancing the professional competencies of vocational teachers in technical and vocational schools, with a focus on the relationship among technological transformation, the quality of skills-based education, and the specialized capabilities of vocational teachers. The main issue addressed in the article is that rapid changes in occupations, tools, and learning methods have transformed the role of vocational teachers from mere transmitters of skills into designers of learning experiences, guides for problem solving, assessors of performance, and facilitators of students’ professional development. The research method of this article is descriptive-analytical and is based on library studies and credible scholarly articles. Within this framework, the professional competencies of vocational teachers are examined in the dimensions of knowledge, technical skills, pedagogy, technology, communication, assessment, and professional development. The capacities of artificial intelligence in designing skills-based content, personalizing learning, simulating workshop situations, analyzing instructional errors, providing accurate feedback, and updating specialized knowledge are also explained. The analytical findings indicate that artificial intelligence can lead to the genuine enhancement of vocational teachers’ competencies when it serves educational goals, field-specific needs, professional ethics, and the human role of the vocational teacher. The conclusion of the article shows that the conscious use of artificial intelligence improves the quality of vocational school education and strengthens the connection among school, skills, and the labor market.