ABSTRACT

Artificial Intelligence (AI) has rapidly emerged as a transformative force in education, particularly in vocational programs where industry-aligned skill development is essential. This study examined the integration of AI in the Industrial Design program at Guangdong Institute of Mechanical and Electrical Vocational Technology during the 2024–2025 academic year. A descriptive correlational research design was employed to assess the extent of AI integration in teaching, students’ level of design skills, and their satisfaction with AI-supported learning. Quantitative data were collected from 200 students through a validated questionnaire and analyzed using descriptive statistics, t-tests, ANOVA, and Pearson correlation. Qualitative data from interviews with faculty and students were analyzed through thematic coding. Findings revealed that AI was integrated to a great extent in instructional strategies and assessment, while the availability of AI tools remained moderate. Students demonstrated high competency in generative design, AI-driven prototyping, and collaborative design, but only a moderate level in sustainability-related analysis. Student satisfaction was generally high, particularly regarding enhanced creativity, efficiency, and learning support. Statistical analysis confirmed a significant relationship between the extent of AI integration and both student skills and satisfaction. Challenges identified included limited training for instructors, resistance to pedagogical change, and a lack of contextualized learning materials. The study concludes that strengthening AI infrastructure, teacher capacity, and curriculum alignment is essential to fully realize the benefits of AI in industrial design education.

Keywords: Artificial intelligence, industrial design education, vocational education, student satisfaction, skill development
https://doi.org/10.57180/zril2878