Members of the Kentucky Department of Education’s (KDE’s) Career and Technical Education (CTE) Advisory Committee discussed the future of artificial intelligence in CTE at their November meeting.
Advisory committee members acknowledged artificial intelligence (AI) will likely play more of a role in education throughout future decades. Members reflected on changes in technology throughout their lives and shared how they believe AI will shape education, particularly in CTE.
Committee member Mike Hesketh, representing Superb IPC, said teachers can always use extra resources to help students who might be struggling. He said AI can help students more when teachers are limited on time in the classroom.
“It’s always been a challenge of resources available to help those that didn’t quite understand lessons, to give them the time and the extra instruction or a different perspective,” Hesketh said. “Seeing AI applied to this teaching is extremely exciting. What little I’ve done with this and asked questions, I’m amazed at how well it gives me very reasonable and helpful answers to solving technical problems.”
Tom Thompson, director of KDE’s Division of Student Transition and Career Readiness, presented possibilities for what CTE might look like in the future given how AI may change education and careers.
He asked several different AI models what CTE will look like in 2050. Here is the consensus:
- Primary focus: Currently, CTE has 16 National Career Clusters with integration of core academics, work-based learning and industry credentials. In the future, pathways may focus on adaptable, high-tech skills with emphasis on Al, automation, green technologies, soft skills and entrepreneurial thinking.
- Identity: CTE is likely to be integrated into all education as career-connected learning or skills and innovation pathways.
- Accountability and standards: Currently, CTE schools value industry-recognized credentials, dual credit and pre-apprenticeships. In the future, the focus may shift to verified competency portfolios, micro credentials and transferable, in-demand skills for rapid economic shifts.
- Delivery model: CTE pathways of study link secondary and postsecondary education with an increased emphasis on dual credit and work-based learning. In the future, hybrid/virtual learning may become the norm. There may be more regional hubs for specialized, cutting-edge technology training.
- Technology integration: Schools currently infuse technology into curriculums with an emphasis on STEM (Science, Technology, Engineering and Mathematics) and Computer Science. In the future, Al might become a central tool and subject. Immersive learning (VR/AR), robotics and data science might be core to many pathways.
Gerald Brinson, a teacher at the Pulaski County Area Technology Center, said he believes AI is an important part of CTE’s future; however, people will always be more needed both in the classroom and in CTE careers.
“I think reflected on the way it’s become more important in the past five to 10 years, it’ll be even more important,” Brinson said. “It seems like people will never go out of fashion. We always have to have someone to do the physical work. I think that’s going to be more and more important as time progresses.”
Occupation-Based Certifications Change
During Kentucky’s most recent legislative session, KDE was asked to address barriers for those seeking occupation-based certification, specifically in three occupation areas: electricity, plumbing and HVAC.
Schools have faced challenges in the recruitment and retainment of teachers who are experts in their fields but had to obtain an associate’s degree to teach.
KDE’s Office of Educator Licensure and Effectiveness and the Office of Career and Technical Education arrived at the conclusion to remove a barrier for recruitment and retainment purposes while maintaining the integrity of the teaching profession. Professionals in electricity, plumbing or HVAC who hold a Kentucky-issued master license earned through proper assessment will no longer be required to earn an associate’s degree.
These individuals will come in at a rank three, and if they earn an associate’s degree, they would earn the rank two status. They would still meet the assessment requirements and would still participate in the New Teacher Institute. KDE filed this plan with the Legislative Research Commission on Sept. 15 and it will continue through that regulatory process.
New Pathways in CTE Studies
Thompson said KDE is starting new pathways in CTE studies. In health science studies, the new pathways are behavioral and mental health as well as sports medicine. In computer science studies, there will be a new statewide AI pathway.
As part of the AI pathway’s academic and employability standards, KDE is looking to add ethical use of AI, general use and AI in the workplace. In each of the standards’ program areas, KDE is looking for standards that are impacted by AI that are specific to each of the career pathways.
In other news:
- KDE partnered with the University of Louisville to create the AI Fellowship program, which will start in January. A group of participants will be able to test different types of AI-assisted software that helps in the classroom. Participants will use it in their own classrooms and then share their experiences during monthly meetings with other participants. The goal is for the group to create a capstone project that KDE could use to make an AI toolbox for teachers in CTE fields. KDE is looking for eight participants, and applications are due by Dec. 1.
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