How AI learning tool can support learners who experience study-related challenges in vocational education

In my role as a vocational teacher, I support learners from a range of educational and personal backgrounds. Many experience challenges with independent study tasks, particularly those that involve extended writing. These difficulties often relate to planning, written expression, or sustaining focus, and are especially common among students who are neurodiverse or who may have undiagnosed learning needs. Although these learners often succeed in practical tasks, academic writing can lead to frustration, reduced engagement, or self-doubt.

Over the past year, I noticed a shift in digital behaviours. Some learners began using AI tools such as ChatGPT and Grammarly to support their studies. These tools were often used informally to summarise tasks, generate ideas, or check grammar. While this demonstrated growing interest in digital strategies, the ways learners engaged with these tools varied widely. Some explored prompts confidently, while others expressed uncertainty or concern about fairness and academic integrity. Several were unfamiliar with these tools altogether, highlighting a clear gap in structured guidance.

Access alone does not ensure confident or purposeful use. For learners already managing cognitive load or anxiety, informal or unsupported tool use may lead to over-reliance or confusion. These observations led me to reflect on my own teaching practice. Was I offering enough structured support to help learners use AI tools in ways that fostered reflection, independence, and ethical awareness?

This action research project investigates how AI tools can support learners with study-related challenges in vocational education. Rather than testing AI itself, the focus is on understanding learner needs and exploring how a short, teacher-led intervention might provide clearer, more inclusive support.