Curiosity-Driven Change: Evaluating AI Tools and Teacher Preparedness in Slovak VET

Abstract

This article explores the readiness of Slovak vocational education and training (VET) teachers to integrate artificial intelligence (AI) into their practice, as part of the Erasmus+ project VETAssIst – Artificial Intelligence as VET Teacher Assistant (No. 2024-1-HU01-KA220-VET000253387). Building on earlier tool evaluations, the study analyses national findings from interviews and questionnaires that reveal stark contrasts between AI pioneers, teachers who actively experiment with tools like ChatGPT, Canva, or Copilot, and non-pioneers, who remain cautious due to lack of training, infrastructure, or institutional support. A key outcome of the project is the evaluation of 37 AI tools across categories such as chatbots, lesson design, assessment, collaboration, and media creation. Tools like Padlet, Fobizz, Miro, and Microsoft Copilot stood out for their pedagogical relevance and ease of use. While many tools offer free access, concerns persist about data privacy, limited non-English functionality, and reliance on premium features. In response to these gaps, the project has developed a modular training programme to be piloted in autumn 2025, aimed at equipping VET teachers with AI literacy, ethical awareness, and practical skills. The article argues that a structured, context-sensitive approach, combining professional development with critical reflection, is essential for responsible AI adoption in Slovak VET schools.