Examining the Role of GenAI Enablement in Curriculum Reform: Evidence from Higher Vocational Education

DOI

10.2991/978-94-6239-691-3_23How to use a DOI?

Keywords

Generative artificial intelligence; curriculum reform; perceived value; AI literacy; vocational education; digital education management

Abstract

With the rapid advancement of generative artificial intelligence (GenAI), educational institutions are increasingly exploring its potential to support curriculum reform. However, empirical evidence on how GenAI enablement relates to curriculum reform outcomes in practice-oriented educational contexts remains limited. Focusing on higher vocational education, this study examines the association between teachers’ perceived GenAI enablement and curriculum reform outcomes, and explores the mediating role of teachers’ perceived value as well as the moderating role of AI literacy. Data were collected through a questionnaire survey of 571 teachers from higher vocational colleges in China. Structural equation modeling and bootstrapped regression analyses were employed to test the proposed relationships. The results indicate that perceived GenAI enablement is positively associated with curriculum reform outcomes, and that this relationship is primarily transmitted through teachers’ perceived value. Furthermore, teachers’ AI literacy strengthens the positive association between GenAI enablement and perceived value, resulting in a significant conditional indirect effect. These findings provide empirical evidence that GenAI contributes to curriculum reform not merely through technological availability, but through teachers’ value perceptions and capability preparedness. The study offers practical insights for managing GenAI integration in vocational education and other practice-oriented educational settings.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Zhijia Li
AU  - Changjiang Wang
PY  - 2026
DA  - 2026/05/31
TI  - Examining the Role of GenAI Enablement in Curriculum Reform: Evidence from Higher Vocational Education
BT  - Proceedings of the 2026 5th International Conference on Educational Innovation and Multimedia Technology (EIMT 2026)
PB  - Atlantis Press
SP  - 218
EP  - 233
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-691-3_23
DO  - 10.2991/978-94-6239-691-3_23
ID  - Li2026
ER  -