ARTIFICIAL INTELLIGENCE LITERACY APPLIED TO ASSIGNMENT PRACTICES UNDER EDUCATIONAL ADMINISTRATION IN HENAN VOCATIONAL COLLEGES

Abstract

From an educational administration perspective, teachers’ Artificial Intelligence (AI) literacy connects directly to four stages of assignment practices in vocational education：design, implementation, evaluation, and management. This paper first explains the concept of assignment practices. It then traces their evolution in vocational education; Next, it defines AI literacy and highlights the unique context of vocational training. Studies show that AI can speed up assignment design, it can give more precise and timely feedback, it can expand learning resources and improve management. However, in higher vocational education, this potential often fails to become real results. The main reason is differences in teachers’ AI literacy. Therefore, this paper reviews key concepts and current challenges, it outlines future research directions, it provides a foundation for empirical studies on teacher AI literacy, assignment practices, and ethical governance in vocational colleges.