Project-based differentiation in adult foundation skills: a case study of educator-mediated generative AI in vocational education

Addressing Foundation Skills (language, literacy, numeracy and digital (LLND) capability) has long been recognised as important for learner progression and workforce participation in vocational education and training (VET). However, meeting the needs of diverse learners within cohort style provision remains a pedagogical challenge. This qualitative case study examines how differentiated task design can be enacted through a shared project structure aligned to common outcomes. Three learners completed interest-based projects culminating in a digital artefact and reflective writing task. Educator-mediated generative artificial intelligence was used as a planning support to draft level-appropriate materials. Thematic analysis of artefacts, reflections and observation notes identified three themes: contextual relevance, integrated application of foundation skills, and reflective awareness of learning. The findings provide applied insight into how structured project design can support differentiation in small-scale VET settings without fragmenting foundation skills development.