Exploring artificial intelligence in vocational learning: teachers’ perspective from Indonesia

Abstract

The rapid development of artificial intelligence (AI) in education has expanded its potential applications. However, empirical evidence from vocational education in developing countries remains limited, particularly regarding differences between certified and uncertified vocational high school (VHS) teachers’ perspectives. This study investigates VHS teachers’ perceptions of AI use in the learning process by explicitly comparing certified and uncertified teachers in Indonesia. Using a quantitative approach combined with data-mining techniques applied to open-ended survey responses, data were collected from 65 VHS teachers in the Special Region of Yogyakarta (DIY). Group differences were examined using a non parametric Mann-Whitney U test. The findings indicate that both certified and uncertified teachers demonstrate consistently positive perceptions of AI in instructional planning, implementation, and assessment, with no statistically significant differences between the two groups. Importantly, this result suggests that openness toward AI integration is not determined by certification status but reflects broader pedagogical orientations among vocational teachers. Teachers perceive AI primarily as a pedagogical partner rather than a substitute for professional educators. The study underscores the need of structured AI-focused professional development and policy support through adequate infrastructure and targeted training to enhance the effectiveness of AI adoption in improving the quality of vocational education in Indonesia.