Top Tips for Avoiding Pitfalls when Using Generative AI in the Vocational Training Sector

Organisationally we have been using Generative AI (ChatGPT specifically) since its release to reduce our team's workload and help us with day to day tasks. I initially had reservations about the ethics and outcomes from the use of these tools but the more time I spend using them and speaking to experts the more I realise how much of a game changer for our sector these tools can be.

In our fast-paced world of Australian vocational education and training (VET), trainers are constantly seeking innovative ways to streamline their work and engage students.

Emerging tools capturing everyone’s attention are Generative AI systems such as ChatGPT, CoPilot, Bard, Llama2, etc.. – AI language models that can generate content, answer questions, and simulate conversations in seconds. Used wisely, Generative AI has the potential to lighten educators’ workloads and enrich learning experiences for students. Below, we explore eight of the best ways VET educators can leverage Generative AI in their teaching practice, along with tips to align these approaches with Australian VET Standards and ethical guidelines. Let’s dive in!

1. Efficient Lesson Planning and Resource Development

Streamline your planning:

Generative AI can act as a virtual teaching assistant when it comes to lesson planning and developing learning materials. Instead of starting from scratch, you can prompt Generative AI for a lesson outline on a given topic, and it will suggest a logical structure complete with key objectives and content flow. For instance, if you’re preparing a lesson on workplace health and safety for a trade course, Generative AI might generate an outline covering hazard identification, safety protocols, and emergency procedures in a coherent sequence. It can even propose relevant case studies or class activities that fit your learners’ needs, saving you precious preparation time.

Tailor to training packages:

What makes Generative AI particularly powerful in the VET sector is its ability to customise content. By providing context about your industry area or specific unit of competency, you can get AI-generated material that aligns with the curriculum requirements of that unit. Generative AI is capable of creating tailored content for different industries and skill levels, even generating examples that align with particular units of competency. This means a hospitality trainer can request industry-specific scenarios (like customer service dialogues) or a construction safety trainer can ask for examples relevant to a White Card training module, and Generative AI will produce contextualised content. Of course, as an educator you should review and adjust any AI-generated lesson plan to ensure it meets the Standards for RTOs and the exact requirements of your course – but Generative AI provides a strong starting point to build upon.

2. Generating Assessments and Quiz Questions

Accelerate assessment design:

Designing quizzes, knowledge tests, or even practical assessment scenarios can be time-consuming for VET trainers. Generative AI can help by quickly generating draft questions and assessment prompts for you to refine. You might supply the AI with a specific competency or topic (e.g. “Generate 5 quiz questions on infection control procedures for aged care workers”), and it will produce a set of questions in seconds. These could range from multiple-choice questions to short-answer scenarios. For practical skills, you can even ask Generative AI to suggest scenario-based assessment tasks – for example, a scenario for an automotive student to diagnose a car fault, or a role-play brief for a business student to handle a customer complaint. In fact, Generative AI is capable of generating scenario-based questions to test students’ understanding of procedures and protocols, which can be especially useful in trades and service industries where context matters.

Align with competency standards:

When using AI for assessment material, always ensure the questions map correctly to the elements, performance criteria, performance evidence and knowledge evidence of the unit you’re assessing. Generative AI will not inherently know your specific training package requirements, so you may need to guide it (by including specific competencies in your prompt) and then verify that each generated question is valid, reliable, fair and flexible as per ASQA’s assessment principles. It’s wise to double-check any factual questions for accuracy and to moderate scenario-based tasks against industry standards or benchmark answers. Remember, ASQA expects assessments to be compliant – using Generative AI doesn’t remove your responsibility to ensure the content meets regulatory standards. A quick internal review or peer moderation of AI-generated questions can catch any issues. By blending Generative AI’s efficiency with your professional expertise, you can develop robust assessment tools faster while staying compliant.

3. Drafting Feedback and Evaluation Comments

Speed up giving feedback:

Providing detailed, individualised feedback to each student is crucial in education, but writing it can be repetitive and time-intensive. Generative AI can assist by generating draft feedback comments based on prompts you give about a learner’s performance. For example, you might input a brief summary of a student's assessment result (e.g. “Student demonstrated strong practical skills in task X but struggled with theory Y”) and ask Generative AI to formulate constructive feedback. The AI can produce a helpful paragraph that highlights the student’s strengths, notes areas for improvement, and suggests resources or strategies for further learning. This can serve as a first draft which you then tweak to add personal specifics.

Maintain a personal touch:

While Generative AI can generate a feedback template quickly, it’s important to customise the output to each student to keep the feedback authentic and personal. You might incorporate specific examples of the student’s work or reference conversations you’ve had, which the AI wouldn’t know. The idea is to let Generative AI do the heavy lifting in terms of structure and positive phrasing (to avoid writer’s block or repetition), and then you refine the message so it genuinely reflects the learner’s performance. This approach can significantly reduce your workload in the feedback process. Just ensure that the final feedback still aligns with your assessment rubric and truly guides the student forward. In the end, you’ll save time while still providing quality, individualised feedback that supports student growth.

4. Brainstorming Practical Activities and Scenarios

Ignite your creativity:

Stuck for ideas on how to make a training session more engaging? Generative AI can serve as a creative brainstorming partner to help you develop interactive learning activities. Whether you need a fresh group exercise, a role-play scenario, or a realistic case study, you can ask Generative AI for suggestions. For instance, if you’re teaching a unit on conflict resolution in the workplace, you could prompt the AI with “Suggest a role-play activity for resolving a conflict between coworkers on a job site”. It might return with a scenario involving a disagreement over safety procedures, complete with roles for each student to play and a suggested debrief discussion. Similarly, for a hospitality class, you could request ideas for a simulated cafe customer service activity, or for a healthcare course, a mock patient intake interview scenario. Generative AI will generate a variety of possibilities that you can then adapt and refine for your context.

Enhance student engagement:

By leveraging AI to come up with these ideas, you inject novelty into your lessons which can keep students more engaged. Vocational training is most effective when it’s hands-on and relevant, and Generative AI’s suggestions can be surprisingly aligned to real-world situations since it has been trained on vast amounts of scenario-based content. Whether it’s role-playing scenarios, group projects or real-life case studies, Generative AI can provide a starting point that you tailor to your classroom. Always review the AI’s suggestions for feasibility and adjust them to match the skill level of your learners and the resources you have. One pro tip: involve your students in tweaking the scenario they often enjoy contributing to how a role-play might unfold. This not only saves you planning time but also empowers students by giving them a voice in the learning process.

5. Clarifying Complex Concepts and Tailoring Explanations

Make complex ideas simple:

Vocational education often involves complex technical concepts or industry jargon that can overwhelm learners, especially those new to the field or with lower literacy levels. Generative AI is very useful for breaking down complicated concepts into simpler language. You can use it to generate analogies, simplified explanations, or step-by-step breakdowns of a tough topic. For example, if students are struggling with the concept of Ohm’s Law in an electrical course, you could ask Generative AI to explain it in plain language or even compare it to water flowing through pipes (a common analogy) to aid understanding. Similarly, for a business course grappling with regulatory frameworks, Generative AI might produce a simplified summary or a comparison table that highlights the key points in a digestible way. These AI-generated explanations can give you new ways to present content so that it “clicks” with learners.

Support diverse learners:

In an average VET classroom, you’ll have students with varying backgrounds – some may have industry experience, others may be school leavers; some may have strong English skills, while others speak English as a second language. Generative AI can help personalise learning by providing alternate explanations or additional practice material for those who need extra support. Let’s say a student is having difficulty understanding a complex procedure (perhaps the steps of a risk assessment process). You could use Generative AI to generate a simpler step-by-step guide or a short story illustrating the procedure in context. For learners with low literacy, you might ask the AI to simplify a text or define key terms in basic language. Generative AI can offer these kinds of personalised explanations and examples, which is especially useful for learners who need more help or who benefit from multiple representations of the same concept. As always, ensure the content is correct and appropriate – but done right, this approach can boost comprehension and confidence among your students.

6. Creating Interactive Simulations for Student Engagement

Role-play with AI:

One of the most exciting uses of Generative AI in training is as an interactive simulation tool. You can set up Generative AI to act as a character in a scenario, allowing students to interact with it in a conversational role-play. For example, a retail training student could converse with Generative AI while it plays the role of an unhappy customer, or a project management student could use it to simulate a meeting with a stakeholder. This use of AI lets students practise real-world problem-solving in a safe environment where mistakes are learning opportunities. Generative AI can simulate workplace conversations and adapt its responses to the student’s input. So if a student says something in the role-play, Generative AI will respond in character, giving the student a sense of a realistic back-and-forth exchange. This kind of practice can be invaluable in building communication skills and confidence.

Instant feedback and guidance:

Another advantage of using Generative AI in this interactive way is the possibility of immediate feedback. As students work through a simulated scenario, Generative AI can be prompted (either by the student or the teacher) to provide hints or explain what could be done better after a response. For instance, if a student in an automotive training simulation asks Generative AI (acting as a digital mentor) how they performed a diagnostic procedure, the AI can instantly highlight if a step was missed or commend what was done correctly. Incorporating Generative AI into training sessions can thus provide learners with on-the-spot feedback, helping them understand where they’ve gone wrong and how to improve. This immediacy is particularly helpful in vocational training, where doing tasks correctly is essential and correcting mistakes early prevents bad habits. Keep in mind, though, that AI feedback should complement, not replace, instructor feedback. As a trainer, you’d still oversee the process – debrief the activity, clarify any misunderstandings the AI couldn’t address, and connect the experience back to course competencies. Done well, interactive AI simulations can greatly enhance engagement and make learning more dynamic. This wouldn’t form part of the assessment but would be a great training tool.

7. Automating Routine Administrative Tasks

Reduce your workload:

Teaching in VET isn’t just about delivering training – there’s plenty of admin work too. Generative AI can help automate or expedite many routine tasks that eat up your time. For example, you can use it to draft standard emails or letters: perhaps writing a welcome email to a new cohort of students, composing a reminder about an upcoming assessment due date, or even crafting a professional response to common student questions. Instead of writing each message from scratch, you might prompt Generative AI with, “Draft a friendly reminder email to students about submitting their workplace hours log by Friday”, and then quickly edit the output for tone and specifics. Similarly, if you need to create meeting agendas, report templates, or policy summaries, Generative AI can generate a solid first draft that you can finalise. Some teachers have even used AI to help write reference letters or develop content for newsletters. It’s like having a junior admin assistant on call 24/7.

Answering FAQs and repetitive queries:

Vocational trainers often find themselves answering the same questions from different students every term – “How do I access LMS?”, “What do I do if I can’t attend a workshop?”, etc. Generative AI can be leveraged to create a Frequently Asked Questions resource or to generate consistent answers for these queries. You could maintain a running conversation or document with Generative AI where you feed in common questions and refine the ideal answers (making sure they align with your RTO’s policies). Over time, you’ll build a bank of templated responses. According to insights on reducing cognitive overload for trainers, an AI tool like Generative AI can save previously used responses and help organise information for reuse – meaning once you’ve perfected an answer, you can ask Generative AI to recall it or adapt it to a slightly different context next time. Of course, when sending information to students or colleagues, double-check that the details (dates, names, etc.) are correct and that the tone is appropriate. Always guard any private or sensitive information; for instance, avoid inputting student personal data into an AI prompt, since compliance with privacy laws is paramount. Used carefully, Generative AI can significantly trim down the time you spend on administrative writing tasks, freeing you to focus more on teaching and mentoring.

8. Facilitating Research and Continuous Learning

Quick information retrieval:

Keeping up-to-date and well-informed is part of being an effective vocational educator – whether it’s researching the latest industry regulations, finding new training techniques, or simply expanding your own knowledge. Generative AI can act as a research assistant by providing quick summaries or answers on a vast array of topics. Instead of trawling through dozens of web pages for a specific piece of information, you might ask Generative AI a question like “What are the latest workplace safety requirements in Queensland?” or “Explain the recent changes to the aged care quality standards”. The AI will give a concise overview drawn from its training data. This can save you time in the early stages of research by pointing you in the right direction or helping you grasp a complex topic faster. It’s also useful for generating reading lists or training resource ideas – for example, “Suggest some current case studies about cyber security breaches I could discuss in class”. By using Generative AI to gather information and brainstorm, you can keep your course content current and relevant more easily.

Verify and stay critical:

While Generative AI is powerful, it’s not infallible. The model’s knowledge has cut-off dates and it can sometimes produce answers that sound convincing but are outdated or inaccurate. Generative AI that doesn’t have real-time data access and its responses are only as accurate as the information it was trained on, so educators must be vigilant in reviewing the content it generates. Always fact-check important information against reliable, up-to-date sources (such as official government or industry websites) before relying on it in your teaching. Treat Generative AI’s output as a starting point; it can summarise known information and even help organise it for you, but you should confirm the details. This is especially true for compliance-related content in fields like healthcare, construction, or finance, where regulations change frequently. Moreover, if you’re using Generative AI to assist in your own continuous professional development (say, learning about a new training method or technology), cross-verify what you learn. The good news is that using Generative AI can highlight what you don’t know and prompt further inquiry – it might bring up a concept you weren’t aware of, which you can then research more deeply on credible platforms. Embrace Generative AI as a learning aid, but keep your critical thinking switched on. By doing so, you model the same diligent research habits that you want your students to develop.

Ensuring Ethical and Compliant Use of AI in VET

Integrating Generative AI into your vocational training toolkit comes with responsibility. Educators must ensure that the use of AI aligns with ethical guidelines, regulatory standards, and best practices in education. Here are some key considerations to keep in mind:

• Academic integrity: One of the foremost concerns is maintaining the integrity of assessments and student work. While it’s great to encourage students to use tools like Generative AI for practice and learning, clear boundaries are needed to prevent plagiarism or over-reliance. ASQA, has recognised that Generative AI could contribute to an increased risk of academic cheating, although it has yet to issue formal guidance to RTOs on this matter. This means training providers and educators should proactively set their own policies. Make sure students understand when AI use is permitted (for example, drafting an assignment plan or getting study help) and when it’s not (such as for final assessments unless specifically allowed). Emphasise that submitted work must be the student’s own competency demonstration. You may consider using authenticity declarations or viva voce (oral questioning) to verify a student’s understanding if you suspect heavy AI use. Academic integrity in VET is a pillar of maintaining trust in VET qualifications and the sector as a whole. By fostering a culture of honesty and educating students on ethical AI use, you can harness Generative AI as a positive learning aid rather than a shortcut to answers.
• Quality and compliance: Always align AI-generated content with ASQA standards and your RTO’s policies. If Generative AI helps draft an assessment or learning material, ensure it meets the requirements of the relevant Training Package and unit of competency (in terms of scope, complexity, and context). Check that assessments aided by AI still adhere to the principles of validity, reliability, fairness, and flexibility. It’s wise to have another trainer or a compliance officer review any crucial materials that were AI-assisted, at least until your organisation builds confidence in these processes. Additionally, document your use of AI in resource development – transparency can help during internal or external audits. Remember that using AI should not dilute the rigor of training or assessment; rather, it should enhance efficiency while upholding the same quality standards expected in traditional methods.
• Fact-checking and accuracy: As mentioned earlier, always verify the accuracy of Generative AI’s output. This is an ethical obligation, especially if the information will be taught to students or will influence decisions. If Generative AI generates a piece of content (be it a factual explanation, a legislative reference, or even a quote), cross-check it against authoritative sources. For example, if it provides an answer about a safety law, look up that law on an official site to ensure the details are correct and current. Encouraging students to do the same builds their digital literacy – you could even turn it into a class activity by comparing Generative AI’s answer to a question with the information in an official handbook or standard, highlighting the importance of critical evaluation of AI outputs. By rigorously fact-checking, you not only protect your students from misinformation but also model the diligence expected in the workplace where they will need to make decisions based on accurate information.
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  Privacy and data security: Be mindful of what information you input into Generative AI or any AI system. Never share confidential student data, assessment results linked to names, or any personally identifiable information in your prompts. Generative AI may use input data to improve the model, and while they have policies in place, it’s best practice to treat anything you type as potentially stored. If you’re using Generative AI to draft feedback or emails, use anonymised or generic placeholders for names and specifics, then insert the real details later. Ensure your RTO’s privacy policy covers the use of AI, and inform students if any of their data might be processed by AI (for instance, if you were to use an AI tool to analyse common errors in student submissions, make sure this is done within privacy guidelines or with consent). Australia’s Voluntary AI Safety Standard provides guidance on safe and responsible use of AI, emphasising principles like transparency, accountability, and risk management in AI deployments. Even though it’s not mandatory, aligning your practices with these guardrails is a good way to ensure you’re respecting ethical norms. For example, transparency could mean telling students when a resource or activity was generated with the help of AI, and accountability means you take responsibility for the AI-assisted content you deliver.
• Bias and fairness: AI models like Generative AI learn from a wide range of internet text, which means they can inadvertently reproduce biases present in the data. As an educator, you should review AI-generated content for any bias or inappropriate assumptions, especially in a diverse classroom setting. If you ask Generative AI for examples or case studies, ensure they are culturally appropriate and inclusive. For instance, if it generates only male-oriented examples for a leadership topic, mix in some varied perspectives. Maintaining diversity and inclusivity in your teaching materials is part of ethical training practice and supports equitable learning for all students.
• Stay within your competence: Lastly, remember that Generative AI might produce content on topics outside your own area of expertise (if you ask it to). Be cautious not to rely on it for subjects where you might not easily catch mistakes. Use AI to supplement – not substitute – your professional knowledge. And if you’re exploring using Generative AI in a way that directly affects training delivery (like creating a chatbot for student support), consider getting input from colleagues or experts in educational technology to ensure it’s done properly. Continuous professional learning is key here: as AI in education is an evolvingfield, keep an eye on emerging ASQA guidelines or government recommendations around AI use in VET. By staying informed, you can adapt your strategies and remain compliant with any new standards that come along.
  

Conclusion

Generative AI is proving to be a versatile tool that can support vocational educators in Australia by reducing planning time, sparking new ideas, and providing personalised support to students. From crafting lesson plans and assessments to engaging learners in novel ways, the eight strategies outlined above showcase how AI can be a valuable ally in the VET sector. Importantly, none of these applications replace the human touch – rather, they free up trainers to focus on what they do best: teaching, mentoring, and assessing with professional judgment.

By embracing Generative AI as a helpful assistant, VET trainers can enhance their productivity and creativity. Imagine having hours of admin work trimmed down, more engaging classes with interactive scenarios, and extra resources at your fingertips for students who need them. Used thoughtfully, Generative AI can indeed be a “game-changer” for vocational training, helping educators meet the demands of a modern, dynamic curriculum while keeping students motivated and supported.

However, the successful integration of AI in education hinges on responsible use. As we implement these new tools, we must remain vigilant about accuracy, uphold the integrity of our assessments, and adhere to the ethical standards set by both regulators and the wider community. This balanced approach ensures that we reap the benefits of innovation without compromising on quality or trust.

In conclusion, the vocational training sector stands to gain immensely from the smart use of Generative AI. By leveraging it in the ways discussed – and doing so in line with best practices and guidelines – Australian vocational educators can create richer learning experiences, operate more efficiently, and continue to deliver high-quality, compliant training. It’s an exciting time to be in education, and with the right approach, tools like Generative AI can help us prepare students not just for today’s jobs, but for the evolving future of work. Happy teaching, and happy prompting!

About the Author

Matt Peachey

Matt Peachey is the CEO of the Learning Resources Group. Over the past decade, he has grown the small resource development company into one of the largest training resource providers in the country and industry leaders in digital and LLN space of Vocational Education Support.

Matt has spent extensive time working directly with RTO’s all over the country to help them implement their training and assessment programs. He has also assisted a number of RTO’s with their marketing and business strategies.

Matt's goals for The Learning Resources Group is to ensure that the organisation is poised to support the VET industry through future changes.

Prior to his work in the VET sector Matt had 10 years working in the automotive industry firstly in sales management and eventually as a process and strategy consultant.

Outside of the TLRG office, Matt can be found volunteering for Lifeline as a counsellor, scouring the countryside for great wine or touring around on his motorcycle.