This article examines how selected techncal vocational education and training (TVET) schools are concerned with the application of Artificial Intelligience (AI) Systems and/or AI Tools, such as language models Tools (e.g: Chat GPT) or COBOTS (Collabotative Robots).

We focus primarily on teaching and training level in vocational schools. In this respect, the content and methods of teaching practise by vocational teachers and trainers are under consideration.

Their relationships to pilot applications of AI systems are the key focus here, a selection of 8 AI engaged schools are concerned in this regard. The analysed VET schools undertaking primarily digital automation projects wihin the training for industrial electronic and professions. The learners are technical students, e.g. apprentices in technical occupations such as mechatronic apprentices.

The research questions of this study are the following:

• To what extent is AI already being used in vocational education and training?

• What teaching strategies and methods do VET teachers use to incorporate AI into their teaching practice?

• What are the effects of AI at an institutional and individual level?

With regard to technological change and learning environments in vocational and adult education, four statements can currently be formulated for the application context:

(1) The technological change, which is driven, among other things, by the development of AI systems, requires increased competence requirements for technical professionals on medium level. Particularly in technical training occupations such as mechatronics, industrial electronics as well as metal technology occupations and vocational IT specialists (Kock & Schad-Dankwart, 2010).

(2) To meet the skills required for professional AI use, action- and design-oriented learning models are required. New Digital learning environments, e.g. AI based laboratories, become more relevant (Burchert et.al.2021, Euler & Wilbers, 2020). These AI laboratories can be developed at vocational schools. In these enviroments are new kind of learning takes place for the apprentices, the learn by undertaking learning taks which includes the practical realisisation and refection and testing. All in all good documentation is required. We will show which learning effects are taking place and whether the students learni better and deeper than before.

(3) The technological components used in the learning process (such as e.g. Google Tools) are of central importance. A further development of the quality of the learning offerings for the benefit of the learners is made possible by the help of AI (Attwell et al., 2021).

(4) There are now a number of important desiderata for the further development and effectiveness of digital teaching/learning spaces. Four design criteria have proven to be particularly effective: The learners' independent selection of learning content, close operational practical relevance to professional action situations, useful help displays and explanatory videos for self-directed learning (Siemer, 2023)

AI applications such as the use of Large Language Models, e.g. via Chat GPT, make it possible to improve the quality of learning and support teachers in organizing learning processes. Generative AI delivers teaching material faster and improves the quality of teaching. However, there are challenges to improve the AI mastery of responsible teachers. For example, overcoming the challenges requires redesigning educational concepts, improving teachers' technical skills, developing new teaching models, strengthening privacy protection and data management, and formulating corresponding school development strategies. (Hengwei Zhou, Dengwei Zhou 2024).

Stronger institutional networking is also desirable at a political level (European Commission, 2024). Our interim results show that the added value of an institutional network consisting of vocational schools is currently seen, which promotes the exchange of experience and discussion of risks for VET.

Identificating schools with a stronger afinity to undertake action for Ai makes effecticve search necesssary. It means to find out which of the 220 schools in the North West Germanies states: Lower Saxony, Bremen and Hamburg have a more than average relationship in AI applications. This because that they work on digitisation projects since a longer tim. The search process for new school projects was done via homepages. After identification of interesting cases qualitative expert interviews (25 intervies) were conducted under several stakeholders (teachers, trainers, students, directors and administrations) from the vocational schools (20) in order to explore the current status of the use of AI and future developments at these schools and were documented in case studies. In this regard for example, the existence of extra functional projects in the spectrum of industry 4.0 innovations and automation projets, and beyond regular courses were be examined in respect to concept, school transfer as well detailing learning effects for teachers and students.

Comparing School Cases and some conclusions Variety of application topics: School cases show different foci. The work varies from student work on making text documents better, to automated autonomous driving up to collaboration on robots. It some school cases they use AI driven technology as a feedback tool. Other follow the line of automation of manufacturing within industrial applications in which collaborative robots undertake production jobs and are trained by the students directly. VET Teachers are open to AI tools which can support learning for students. The teachers see a lot of potential in AI applications for skilled workers. What is missing are concrete, standardized AI software tools that are used as a broad industry standard in many companies in the production industry. Ethical questions should be made an issue Ethical questions about data protection and personal rights should also be made an issue in this regard. Networking under schools is needed. There seems to be a great need for exchange. This by establishing workshops and exchange forums (some also online). Interest and motivation of the students should be taken into account Project tasks must be based on the interest of the students if they are to be completed with the motivation and perseverance they require. Just a few committed teachers are not enough to implement AI concepts and projects. the potential of Schools commitment can be increased by dealing with AI Schools that are committed to innovation are more willing to deal with AI technologies and integrate them into everyday teaching. They see this as an opportunity to effectively and expand the students' learning processes and this includes the development of an AI concept as well which are essential for schools and have barely been developed to date.

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