Abstract
This integrative literature review (ILR) examines the influence of artificial intelligence (AI) on vocational training, specifically focusing on unequal access to AI-powered resources and the ensuing inequities in education. The study seeks to analyze the impact of AI on vocational training and employability, offering insights into the advantages and difficulties related to integrating AI technology into educational institutions. The study's conceptual framework is grounded in three primary pillars: AI-driven innovation, challenges, and perspectives. This research is essential for providing valuable insights that can guide strategic planning and policy-making to improve vocational training programs and ensure that they remain effective in preparing students for the changing job market. The ILR methodology entailed integrating theoretical and empirical literature and collecting and evaluating relevant scholarly materials to provide a thorough comprehension of AI's function in vocational training. The results emphasize the capacity of AI to enhance educational achievements using tailored learning, adaptable platforms, immediate feedback, and simulations. However, there is a risk of widening educational inequalities due to biased algorithms. The study highlights the necessity of making significant investments in infrastructure and providing ongoing professional development for educators to incorporate AI successfully. It also suggests the establishment of distinct positions inside vocational training institutions, such as Vocational AI Curriculum Developer (VACD), Vocational AI Data Protection Specialist (VAIDPS), and Vocational AI Sustainability Facilitator (VAISF), to tackle these difficulties effectively. The conclusions highlight the revolutionary capacity of AI in vocational training, soliciting strategic investments and evoking the creation of specialized positions to promote fair and efficient deployment of AI. The study's findings underscore the significance of continuous research and improvements in practice to promote positive societal change and better educational fairness.
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