Who Leads the Disruption? A Systematic Literature Review of Human-Centric AI Governance in TVET
Keywords:
Vocational Education, Artificial Intelligence, Cognitive Offloading, Human Centered Governance, Curriculum Agility
Abstract
This systematic review investigates the profound ethical and structural disruptions precipitated by artificial intelligence within vocational education. Synthesizing 51 empirical articles (2022–2026) validated through CASP and MMAT, the analysis reveals that while generative algorithms accelerate foundational competency acquisition, unregulated dependence induces severe cognitive offloading and widens the digital divide among vulnerable student populations. Furthermore, institutional technology adoption remains predominantly driven by coercive macro-environmental mandates rather than intrinsic pedagogical objectives. Consequently, graduates exhibit a critical gap in cognitive flexibility, compounded by the "Turing Trap," which systematically eliminates empathetic human mentorship from practical training. To mitigate these threats, vocational ecosystems must operationalize strict human-centered governance frameworks and forge legally binding power-sharing agreements with corporate sectors, safeguarding learner dignity and curriculum agility. Future investigations should systematically evaluate AI deployment across resource-constrained rural ecosystems and develop standardized empirical rubrics to actively filter systemic algorithmic bias prior to institutional implementation.
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Published
2026-11-03
How to Cite
Luhur Adi Prasetya, Syamsul Hadi, & Nunung Nurjanah. (2026). Who Leads the Disruption? A Systematic Literature Review of Human-Centric AI Governance in TVET. International Journal of Education, Vocational and Social Science , 5(04), 4753-4777. https://doi.org/10.63922/ijevss.v5i04.7118
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