Exploring the Ethical Boundaries of AI Use in Secondary Vocational Education

Peter Tokoš; Roman Hrmo; Juraj Miština; Lucia Krištofiaková; Lucie Smékalová

doi:10.3991/ijep.v16i5.60331

Authors

Peter Tokoš DTI University, Dubnica nad Váhom, Slovakia https://orcid.org/0000-0001-5295-3725
Roman Hrmo Czech University of Life Sciences Prague, Prague, Czech Republic https://orcid.org/0000-0003-2458-2706
Juraj Miština University of Ss. Cyril and Methodius in Trnava, Trnava, Slovakia https://orcid.org/0000-0002-5018-670X
Lucia Krištofiaková Czech University of Life Sciences Prague, Prague, Czech Republic https://orcid.org/0000-0002-2783-6209
Lucie Smékalová Czech University of Life Sciences Prague, Prague, Czech Republic https://orcid.org/0000-0002-9137-9954

DOI:

https://doi.org/10.3991/ijep.v16i5.60331

Keywords:

Artificial Intelligence (AI), vocational education, ethics in education, academic dishonesty, digital competencies, secondary technical schools

Abstract

The integration of artificial intelligence (AI) into vocational education presents both significant opportunities and complex ethical challenges. This study examines the use of AI among learners attending secondary technical and vocational schools, with a particular focus on the boundary between legitimate learning support and academic dishonesty. A quantitative questionnaire survey was conducted with 1,745 learners from Slovakia, the Czech Republic, Hungary and Poland. The collected data were analysed using descriptive statistics and a thematic analysis of open-ended responses. The results indicate widespread use of AI tools among the surveyed learners. Most respondents reported regular use of AI to understand learning materials, generate texts, complete assignments and support project work. Many respondents reported confidence in evaluating AI-generated content, suggesting a perceived level of digital literacy and critical awareness. Nevertheless, open-ended responses revealed several forms of academically dishonest AI use, particularly for generating code, writing essays, preparing presentations and completing tasks without meaningful cognitive engagement. Thematic analysis identified key motivations such as time efficiency and pragmatic task management, alongside a nuanced awareness of the ethical boundary between legitimate assistance and misconduct. The findings highlight the urgent need for pedagogical approaches that promote responsible and ethical use of AI. Moreover, the study reinforces the view that, in an increasingly technology-driven educational landscape, competencies in interacting with AI, such as formulating effective prompts, verifying outputs, and engaging in critical evaluation, are becoming essential skills for vocational school graduates.

Author Biographies

Peter Tokoš, DTI University, Dubnica nad Váhom, Slovakia

Peter Tokoš is a researcher at the Department of Didactics of Vocational Subjects at the DTI University in Dubnica nad Váhom, Slovakia. He holds a PhD in Educational Sciences with a focus on the didactics of technical-vocational subjects. His research addresses technical education in distance and hybrid learning contexts at the primary and secondary levels, as well as the integration of artificial intelligence into vocational teaching.

E-mail: peter.tokos@petertokos.com

Roman Hrmo, Czech University of Life Sciences Prague, Prague, Czech Republic

Roman Hrmo is a full-time Professor at the Department of Professional and Personal Development at the Czech University of Life Sciences in Prague, Czechia. As a leading expert in engineering pedagogy, he serves on the Doctoral Council for Didactics of Technical Subjects. He has contributed to internationally recognised research and led multiple scientific projects. He holds memberships in key bodies, including the Executive of IGIP, EUR-ACE® Label Committee of ENAEE, and serves as President of the Slovak Monitoring Committee of IGIP.

E-mail: hrmo@ivp.czu.cz

Juraj Miština, University of Ss. Cyril and Methodius in Trnava, Trnava, Slovakia

Juraj Miština is an Associate Professor at the Faculty of Arts, University of Ss. Cyril and Methodius in Trnava, Slovakia. He specialises in field didactics, internet linguistics, and digital communication. His extensive body of peer-reviewed publications evidences his expertise in the field. He has made significant contributions to the research of online communication strategies and has presented his work at numerous international conferences.

E-mail: juraj.mistina@ucm.sk

Lucia Krištofiaková, Czech University of Life Sciences Prague, Prague, Czech Republic

Lucia Krištofiaková is an Associate Professor at the Department of Pedagogy at the Czech University of Life Sciences in Prague, Czechia. Her research focuses on engineering pedagogy and educational quality. She has coordinated numerous national and international projects and serves as an internal quality auditor. She is a Secretary of the Informatics Society for Engineering Education, General Secretary of the Slovak IGIP Section, and a member of the ENAEE Administrative Council.

E-mail: kristofiakova@ivp.czu.cz

Lucie Smékalová, Czech University of Life Sciences Prague, Prague, Czech Republic

Lucie Smékalová is an Assistant Professor at the Institute of Education and Counselling at the Czech University of Life Sciences in Prague, Czechia. She holds degrees in Education and Adult Education from Palacký University Olomouc, Czechia. Her research interests include teacher competencies, transferable skills, and innovative teaching methods. She is a member of the Czech Educational Research Association.

E-mail: smekaloval@ivp.czu.cz

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