Zwischen Fachwissen, Praxis und Didaktik – AI Literacy und das KI-Trilemma in der Berufsbildung

Abstract

The increasing integration of artificial intelligence (AI) into work processes is fundamentally transforming task structures, responsibilities, and competence requirements across almost all occupational fields. This creates a major challenge for vocational education and training. Learners must not only be prepared to use individual AI tools, but also be enabled to engage with AI-supported working environments in a reflective, responsible, and creative way. Against this background, the article conceptualises AI literacy as a domain-specific manifestation of future skills and shows how it can be systematically embedded in the education of vocational teachers.

Drawing on labour market findings, educational-theoretical approaches, and the diagnosis of a structural AI trilemma between AI content knowledge, AI practical knowledge, and AI didactics, the article develops a coherent didactic framework. Its central contribution consists of three phase-oriented teaching concepts - Prompt Engineering, Fact-Check, and AI Cooperation - which operationalise AI literacy in the sense of constructive alignment through coordinated learning objectives, learning activities, and assessment formats.

Based on design-oriented implementation experiences in teacher education, the article demonstrates how AI literacy can be developed step by step from instrumental use towards critically reflective and co-creative application. The findings make clear that the sustainable promotion of AI literacy in vocational education and training requires didactically grounded and structurally embedded approaches that go beyond isolated tool training.