AI Competencies and Lifelong Learning for Vocational Teachers: Evidence from Thailand
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Abstract
Background and Aim: Rapid advances in artificial intelligence require Thai vocational teachers to update their competencies. In the Eastern Economic Corridor (EEC), instructor upskilling is critical to workforce readiness. This study examined the dimensions of teachers’ AI competencies and lifelong learning through exploratory factor analysis (EFA) and developed the expert-validated PIERI framework—Planning, Implementation, Evaluation, Reflection, and Improvement—to support professional development.
Materials and Methods: A convergent parallel mixed-methods design was employed. Qualitative characteristics were synthesized from interviews with 12 administrators and document analysis. Quantitative data from 504 vocational college personnel in Thailand’s EEC were analyzed using EFA with principal component analysis and Promax rotation to validate a 174-indicator framework spanning cognitive, psychomotor, and affective domains. Subsequently, nine educational experts constructed and validated the operational PIERI framework.
Results: Qualitative findings identified four characteristics of AI-competent vocational educators. EFA demonstrated sampling adequacy (KMO = 0.953, p < .001) and validated three domains, seven subcomponents, and 174 indicators, explaining 82.50% of cumulative variance. Domain-specific variance was 82.006% for cognitive, 83.139% for psychomotor, and 82.363% for affective competencies. The seven subcomponents comprised Computer/AI Fundamentals, Access, Use, Media Production, Communication, Media Management, and Evaluation. Expert connoisseurship validated the PIERI Model across five delivery modalities.
Conclusion: The findings establish an empirically supported framework for AI competencies and lifelong learning among Thai vocational teachers. By operationalizing competency dimensions through PIERI, the model offers a pathway for professional development. Institutional commitment to adaptation remains essential to strengthening teacher AI readiness, advancing national vocational standards, and supporting EEC workforce-development priorities.
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