AI as a vocational culture phenomenon:
Four technology narratives from Norwegian vocational working life
DOI:
https://doi.org/10.7577/sjvd.6677Keywords:
artificial intelligence (AI), vocational education, vocational didactics, vocational teacher education, vocational cultureAbstract
Artificial intelligence (AI) is commonly treated in educational policy as a single phenomenon with universal implications for training. This article examines how skilled workers in different vocational industries actually talk about and relate to AI, based on 126 qualitative industry interviews conducted by vocational teacher education students at OsloMet during 2023–2025. The interviews span five programme areas: building and construction, electrical engineering and computer technology, technological and industrial production, sales, service and tourism, and information technology and media production. The analysis reveals that AI is experienced and understood differently across industries. Each programme area has developed its own distinct AI narrative, anchored in its vocational culture. In building and construction, AI concerns BIM-integrated automation and ChatGPT for office tasks. In electrical engineering, AI is an extension of established automation expertise and is met with critical awareness. In technology and industrial production, the AI narrative has shifted from industrial robotics to cognitive automation. In sales and service, AI is primarily a communication and identity tool. The findings challenge the notion of AI education as generic digital competence and point towards the need for programme-specific approaches in vocational education and teacher training.
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