CURRENT SITUATION AND MANAGEMENT OPTIMIZATION OF ARTIFICIAL INTELLIGENCE LITERACY AMONG ENGINEERING MAJOR TEACHERS FOR VOCATIONAL COLLEGES IN XINZHENG CITY

Abstract

This study examines the current situation and management optimization of artificial intelligence (AI) literacy among engineering major teachers in vocational colleges in Xinzheng City, China. Using a mixed-methods design, data were collected from 230 teachers through a 40-item questionnaire and from 5 experts through semi-structured interviews. Results indicate that teachers demonstrate an overall high level of AI literacy, with professional development motivation and ethical awareness ranking highest, while critical evaluation remains the weakest dimension. A 0.16-point gap between the highest and lowest dimensions indicates a clear structural imbalance. Interview data further identify five management optimization strategies: discipline-tailored training, hands-on integration support, ethical governance frameworks, peer review mechanisms, and sustained professional development systems. These findings suggest that institutional management should shift from generic training to differentiated, need-based support frameworks to foster balanced AI literacy development in vocational engineering education.