The Relationship Between Artificial Intelligence Use And Pedagogical Practice Innovation Among Vocational College Lecturers
TL;DR
It is suggested that AI integration is a fundamental catalyst for evolving vocational teaching practices and stakeholders must balance technical skills training with infrastructure improvements and the cultivation of positive educator mindsets to maximize these benefits.
Abstract
This study examined the critical relationship between artificial intelligence (AI) usage and pedagogical innovation among 292 lecturers across 11 vocational colleges in Johor, Malaysia. Amidst the ongoing digital transformation of higher education, this research specifically investigated how lecturer attitudes influence the adoption of AI technologies in classroom settings. Utilizing a quantitative correlational survey design, data were gathered through a robust 47-item questionnaire, which demonstrated excellent psychometric properties, including expert-validated content (S-CVI 0.99) and high internal consistency (Cronbach’s α > 0.90). Statistical analyses performed via SPSS v27.0 revealed that while educators possess positive attitudes and high perceptions of AI’s potential impact, their actual implementation and innovation levels remain only moderate. Independent samples t-tests indicated no statistically significant gender-based differences regarding AI usage (t=-0.735, p>0.05) or professional attitudes (t=-1.055, p>0.05). Most notably, the study identified a strong, significant positive correlation between AI usage and pedagogical innovation (r=0.883, p<0.05). Regression analysis further confirmed that AI usage serves as a powerful predictor of innovation variance, accounting for 78% of the change (R2=0.780). In conclusion, the findings suggest that AI integration is a fundamental catalyst for evolving vocational teaching practices. To maximize these benefits, stakeholders must balance technical skills training with infrastructure improvements and the cultivation of positive educator mindsets. These insights are essential for developing comprehensive digital competency frameworks and specialized training programs, directly aligning with the aspirations of the National TVET Policy 2030 to significantly elevate the standard of technical education across Malaysia for future growth, global competitive success, prosperity, and national excellence.