As I look ahead toward the future of skilled trades education in North America, I choose to be optimistic about where Technical and Vocational Education and Training (TVET) could be, and may need to be, by 2030. Considering the rapid pace of technological developments in education over the past few years, as well as the large and continuously expanding workforce imbalance in the skilled trades careers, we are currently facing, and will continue to face, a worsening gap – one that leaves us without enough certified workers or educators to teach them.
I find it encouraging and plausible that emerging technologies like Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Artificial Intelligence (AI) could in the next 6 years transform how apprentices complete their certification and work in the future. The traditional model of institutional classroom theory, practical lab activities, and experiential job-site learning could shift to real-time AI and MR-adapted environments that offer timely skills acquisition and job-site task completion. AI, AR, and MR could turn job sites into dynamic learning environments where apprentices receive real-time theory, guidance and diagnostics from both AI chatbots and remote human mentors.
Readings from Bozkurt et al. (2023) highlight the power of AI in transforming education, with AI taking on roles that once belonged to human educators. Similarly, Veletsianos et al. (2024) discuss the need for technology-infused futures that are not only efficient but also hopeful and justice-oriented. This blending of human and machine strengths is why I choose to be optimistic about the future of skilled trade education.
References
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., … Jandrić, P. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape. Asian Journal of Distance Education, 18(1), Article 1. https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709
Fischer, D. (2024). Digital artwork creation. Female mechanic using AR glasses with MR overlays on a haul truck engine [image]. DALL-E.
Veletsianos, G., Houlden, S., Ross, J., Alhadad, S., & Dickson-Deane, C. (2024). Higher education futures at the intersection of justice, hope, and educational technology. International Journal of Educational Technology in Higher Education, 21. https://doi.org/10.1186/s41239-024-00475-0
Great post, Darren! I really appreciate your optimistic outlook on the future of skilled trades education, particularly with the potential of technologies like AI, VR, and MR to reshape how apprentices learn and work on the job. The vision of real-time, adaptive learning environments is compelling, especially considering the skilled trades shortage you mentioned. I wonder, though, how accessible these technologies will be, especially for smaller institutions or regions that may not have the infrastructure to support such advanced tools. What do you think about the risks of creating a ‘digital trench’ where only certain groups or regions benefit from this tech transformation? I’d also love to hear your thoughts on ensuring this technological evolution maintains the human mentorship that’s so vital in trade education. Thanks for sharing such a forward-thinking perspective!
Hi Weri, thank you for your thoughtful reply!
Your concern regarding the creation of a “digital trench,” as Stephen puts it, is valid. Accessibility and use of these future technologies, which is a hurdle today in North America and around the world, may not be as concerning 5 years down the road in 2030. If addressed appropriately now, and if purposefully designed to meet the needs of remote training, most of the hardware required for real-time connections can already be found in every apprentice’s *SmartPhone* pocket. If certified worker vacancy stats rise too high; governments, industry partners (both employees & employers), and educational institutions will need to accept the requirement and necessity of these technologies, and work together to adapt and align efforts in order to achieve this optimistic vision of the future.
Regarding your point about the critical need of human mentorship, I wholeheartedly agree. Human facilitation will remain at the core of apprenticeship training, just as it currently is today. The mentorship component of apprenticeship is invaluable for passing down hands-on experience and wisdom, but its only available as long as we have enough certified people to provide it. My hope is that the scalability of technology-supported mentorship will still provide sufficient human feedback and interaction. While AI and immersive technologies could revolutionize how apprentices acquire knowledge and skills, being personally supported by a certified journeyperson will continue to be a vital point. Maybe I’m being overly optimistic about this futures occurrence happening within the next five years, but given the rapid advancements we’re seeing in generative AI supported technologies, I don’t think I’m too far off.
Darren
Your post offers an exciting and optimistic vision for the future of skilled trades education, Darren. I really appreciated how you addressed Weri’s concerns about accessibility and the role of human mentorship in a tech-driven future. One area that could be worth exploring further is the long-term sustainability of these technologies. While leveraging smartphones is a smart approach, how do you see institutions and governments maintaining and upgrading these tools as they evolve? It might be interesting to consider funding models or continuous training for educators to keep up with the advancements.
I also loved your point about human mentorship, and I wonder how AI could further support, rather than replace, human mentors. Perhaps exploring hybrid models where AI takes care of routine tasks while human mentors focus on more personalized guidance could add more depth to your vision.
Finally, I think it would be valuable to touch on the ethical implications of AI in trades education. How can we ensure AI doesn’t lead to surveillance concerns or biases in apprentices’ training? Addressing these questions could provide a more rounded perspective on the future you’re envisioning.
Thanks for sharing your thought-provoking post!
This is a great topic, Darren. Many industries, including the military, are facing the challenge of what to do when all the institutional knowledge or trade skill experts retire. Regarding institutional knowledge, I wonder how AI could be used to capture this information and also assess it for correct and incorrect methods. Many professionals develop their own ways of completing tasks, diverging from standard processes due to necessity or quality of life improvements. When these professionals retire, their unofficial methods may be lost. Could AI be leveraged to capture their knowledge, cross-reference it with official processes, and identify potential improvements for revised onboarding training?
There are a lot of interesting angles in this idea, Darren. I look forward to reading your report!