Udvikling af 21st Century Skills gennem brugen af generativ AI i hovedforløbet administration på den merkantile erhvervsuddannelse
Oversat titel
Development of 21st Century Skills through the use of generative AI in the main course administration of the commercial vocational education programme
Forfattere
Easwaran, Jenutha ; Christiansen, Jonna
Semester
4. semester
Udgivelsesår
2025
Afleveret
2025-06-02
Antal sider
100
Abstract
Specialet undersøger, hvordan brugen af generativ AI kan understøtte udviklingen af 21st Century Skills—kritisk tænkning, kreativitet, samarbejde, kommunikation og digital dannelse—hos kontorelever i hovedforløbet administration på Aalborg Handelsskole, og hvordan underviserne opkvalificeres til at støtte denne kompetenceudvikling. Vi anvender et mixed methods-design bestående af to semistrukturerede lærerinterview, to fokusgruppeinterview med fem elever i uge 12 og 15, 2025, observation af to hele undervisningsdage samt et spørgeskema besvaret af 23 elever; interviewene er analyseret med Braun & Clarkes tematiske analyse, spørgeskemaet er gennemført i SurveyXact, og analysen er teoretisk forankret i John Deweys pragmatisme. Resultaterne peger på, at generativ AI særligt kan styrke elevernes kritiske tænkning, kreativitet og digitale dannelse, mens der samtidig er en generel mangel på it-systemkompetencer, som bør imødegås gennem justeringer i uddannelsesplaner allerede fra grundskolen. Vi anbefaler, at brugen af generativ AI indarbejdes i bekendtgørelser og læseplaner for kontoruddannelserne for at imødekomme fremtidige arbejdsgiverkrav. Analysen viser desuden, at Aalborg Handelsskole er langt fremme med integration af generativ AI: En tværfaglig arbejdsgruppe følger udviklingen og har udarbejdet AI-retningslinjer for elever og lærere, hele personalet har modtaget introducerende og opfølgende kurser, skolen deltager i flere udviklingsprojekter og samarbejder bl.a. med Merkura og andre skoler samt det faglige udvalg om at revidere bekendtgørelser og læseplaner, så brugen af generativ AI bliver formelt forankret.
This thesis examines how the use of generative AI can support the development of 21st Century Skills—critical thinking, creativity, collaboration, communication, and digital literacy—among office administration students at Aalborg Business College, and how teachers are being upskilled to enable this. We apply a mixed-methods design comprising two semi-structured interviews with teachers, two focus group interviews with five students in weeks 12 and 15, 2025, observations of two full teaching days, and a questionnaire completed by 23 students; interview data were analyzed using Braun and Clarke’s thematic analysis, the survey was administered in SurveyXact, and the work is grounded in John Dewey’s pragmatism. The analysis indicates that generative AI is particularly effective in enhancing students’ critical thinking, creativity, and digital literacy, while also revealing a general lack of IT system skills that should be addressed through earlier curricular adjustments starting in primary school. We recommend formally integrating the use of generative AI into regulations and curricula for office education to align with future employer expectations. The study further shows that Aalborg Business College is at the forefront of integrating generative AI: an interdisciplinary working group monitors developments and has formulated AI policies for students and staff; all staff have received introductory and follow-up training; and the college participates in multiple development projects and collaborates with Merkura, other schools, and the Education Committee to revise regulations and curricula so that the use of generative AI is systematically embedded.
[Dette resumé er genereret ved hjælp af AI]