AI program to expand into vocational schools this school year

ERR reports that the TI-hüpe artificial intelligence program will expand to vocational schools in the new academic year, while teachers of grades five to nine will receive AI training.

Program manager Ivo Visak said all vocational schools had expressed an interest in joining, and some had already begun introductory study groups.

Marge Hein, head of the academic department at the Viljandi Vocational Education Centre, said artificial intelligence could be particularly useful in vocational education by translating foreign-language materials and explaining technical processes.

“AI makes very attractive videos and moving images that illustrate a complex project or stage of work. This is a great help in lessons for visualising the material,” Hein said.

Visak said the ITI learning application, which was designed for students, would need to be adapted to the needs of vocational schools.

“Our ITI asks a lot of questions. At certain points, it would be quite useful if, for a younger developer, it asked fewer questions and showed some things first,” Visak said.

Last academic year, 5,000 students used ITI each month, representing less than half of its registered users. Three out of five users were satisfied with the application.

Indrek Lillemägi, director of Pelgulinna State Gymnasium, said the biggest obstacle was competition from popular artificial intelligence applications.

“Learners who want quick answers and quick solutions, and who for some reason do not have the energy to engage their brains, are more likely to choose a free application that provides a simple answer,” Lillemägi said.

Training under the TI-hüpe program will also be available from autumn to teachers of grades five to nine. Visak said bringing the program to basic schools was particularly important.

“One thing that definitely needs a quick solution is that basic schools are currently completely on their own. That is why we are expanding to basic schools this year,” he said.

Based on last year’s experience in upper secondary schools, Lillemägi said younger students would also benefit most from a relationship of trust and a safe learning environment.

“Most of them probably already use artificial intelligence anyway. Learners should not have to pretend either that they are using AI or that they are learning. They should feel safe saying when they have used it, and teachers should feel able to discuss these issues openly with learners,” Lillemägi said.