“Who will be left behind?”: A Swedish case of learning AI in vocational education

Increasing numbers of job roles emphasise skills related to Artificial Intelligence (AI). Alongside this trend, AI education has been incorporated into curricula at all levels, from K-12 to higher education. However, how to teach AI knowledge and transfer this knowledge into practice, especially to vocational students, remains under-investigated. To address this research gap, we first examined the goals and components of an AI curriculum that has been running for more than three years in Sweden. Then, we interviewed fourteen vocational students from different cohorts within the curriculum about their learning experiences. We found that the students expected more personalised learning and guidance from dedicated instructors, and a better curriculum structure. Further to this, many students wanted to learn more practical skills; it also became clear that technical training, sustainability, and reflection opportunities were given surprisingly little consideration. Building on the results of this case study, we provide recommendations for the future integration of AI into vocational education. • Provides empirical insights into AI education in vocational education and training. • Examines student learning, highlighting strengths and challenges of an AI curriculum. • Identifies gaps in AI knowledge, prior experience, and reflective practices. • Provides recommendations for improving AI curricula in vocational settings.