Digital Transformation and Vocational Teacher Role Reshaping: Industry Collaboration, AI Application and Workplace-Authentic AI Pedagogy in Liaoning Province.
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| Title: | Digital Transformation and Vocational Teacher Role Reshaping: Industry Collaboration, AI Application and Workplace-Authentic AI Pedagogy in Liaoning Province. |
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| Authors: | Tang, Chi1, Rosli, Rozaini Binti1 rozaini@lincoln.edu.my |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p42-60. 19p. |
| Subject Terms: | *Teacher role, *Artificial intelligence, *Digital literacy, *Vocational guidance, *Digital transformation, Industrial cooperation, Provinces |
| Geographic Terms: | Liaoning Sheng (China), China |
| Abstract: | Purpose: This study develops a mediation framework explaining how institutional digital transformation may reshape vocational teachers' roles in Liaoning Province, China, through industry collaboration and AI application. It responds to a persistent problem in TVET reform: digital platforms, smart classrooms and AI-enabled systems do not automatically change teachers' professional judgement, boundary work or role identity. Design/methodology/approach: This conceptual paper combines role theory, socio-technical perspectives, teacher digital competence research and recent TVET scholarship. It specifies nine hypotheses and sets out a proposed empirical testing strategy for future survey-based PLS-SEM analysis, while making clear that the present manuscript does not report field data or statistical findings. Findings: The framework suggests that industry collaboration operates as a workplace-authenticity mechanism and that AI application operates as a pedagogical-intelligence mechanism. Their serial connection explains how authentic enterprise tasks, standards and assessment criteria can be converted into AI-supported diagnosis, simulation, feedback and evaluation. The proposed concept of workplace-authentic AI pedagogy captures this linkage. Originality/value: The study shifts attention from infrastructure-centred digitalisation to teacher role reconstruction. It theorises digital transformation as a role-structuring condition and positions Liaoning as an industrial and policy setting in which digital governance, school-enterprise collaboration and AI-supported pedagogy intersect. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195661318 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Digital Transformation and Vocational Teacher Role Reshaping: Industry Collaboration, AI Application and Workplace-Authentic AI Pedagogy in Liaoning Province. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tang%2C+Chi%22">Tang, Chi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rosli%2C+Rozaini+Binti%22">Rosli, Rozaini Binti</searchLink><relatesTo>1</relatesTo><i> rozaini@lincoln.edu.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p42-60. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+transformation%22">Digital transformation</searchLink><br /><searchLink fieldCode="DE" term="%22Industrial+cooperation%22">Industrial cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Provinces%22">Provinces</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Liaoning+Sheng+%28China%29%22">Liaoning Sheng (China)</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This study develops a mediation framework explaining how institutional digital transformation may reshape vocational teachers' roles in Liaoning Province, China, through industry collaboration and AI application. It responds to a persistent problem in TVET reform: digital platforms, smart classrooms and AI-enabled systems do not automatically change teachers' professional judgement, boundary work or role identity. Design/methodology/approach: This conceptual paper combines role theory, socio-technical perspectives, teacher digital competence research and recent TVET scholarship. It specifies nine hypotheses and sets out a proposed empirical testing strategy for future survey-based PLS-SEM analysis, while making clear that the present manuscript does not report field data or statistical findings. Findings: The framework suggests that industry collaboration operates as a workplace-authenticity mechanism and that AI application operates as a pedagogical-intelligence mechanism. Their serial connection explains how authentic enterprise tasks, standards and assessment criteria can be converted into AI-supported diagnosis, simulation, feedback and evaluation. The proposed concept of workplace-authentic AI pedagogy captures this linkage. Originality/value: The study shifts attention from infrastructure-centred digitalisation to teacher role reconstruction. It theorises digital transformation as a role-structuring condition and positions Liaoning as an industrial and policy setting in which digital governance, school-enterprise collaboration and AI-supported pedagogy intersect. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 42 Subjects: – SubjectFull: Teacher role Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Vocational guidance Type: general – SubjectFull: Digital transformation Type: general – SubjectFull: Industrial cooperation Type: general – SubjectFull: Provinces Type: general – SubjectFull: Liaoning Sheng (China) Type: general – SubjectFull: China Type: general Titles: – TitleFull: Digital Transformation and Vocational Teacher Role Reshaping: Industry Collaboration, AI Application and Workplace-Authentic AI Pedagogy in Liaoning Province. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tang, Chi – PersonEntity: Name: NameFull: Rosli, Rozaini Binti IsPartOfRelationships: – BibEntity: Dates: – D: 11 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
