Social and technological factors explain artificial intelligence readiness among vocational high school students

Abstract Artificial Intelligence (AI) has revolutionised professional settings, necessitating vocational students to cultivate new types of preparedness beyond traditional digital skills. This research seeks to analyse the factors influencing AI readiness as a novel aspect of job preparedness among vocational high school students by exploring the impacts of technological literacy, acceptance of technology, institutional backing, and technological infrastructure. A quantitative explanatory framework was utilised, focusing on vocational high school students in South Sulawesi, Indonesia. Data were gathered using structured questionnaires and examined using Partial Least Squares Structural Equation Modelling to assess both direct and indirect correlations among the research constructs. The findings indicate that institutional backing is the most significant factor influencing AI preparedness, succeeded by technological infrastructure. Institutional backing affects AI readiness both directly and indirectly via technology infrastructure, underscoring the significance of school-level environments in fostering pupils' technological competence. In contrast, technological literacy does not substantially forecast AI preparedness, revealing a disparity between fundamental digital abilities and sophisticated AI skills. Technological acceptability exhibits an inverse correlation with AI preparedness, contradicting traditional beliefs about sequential technological integration. The results suggest that students' preparedness for the workforce in the digital age relies on institutional capabilities, technological settings, and organised AI educational experiences, rather than solely on personal competencies. This research formulates a socio-technical framework elucidating AI preparedness as an integral element of vocational students' employment ready in technology-driven environments.