Vol. 2 No. 1 (2027): AI Literacy, Workforce Learning, and Human–AI Futures
Articles

Reframing career and technical education for the AI era: Metacognition and critical theory

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  • Geraldine Torrisi-Steele
DOI: https://doi.org/10.46787/ijaipil.v2i1.7302

Published 2026-05-12

Keywords

  • AI in education,
  • Critical theory,
  • Metacognition,
  • Vocational Ed,
  • Career and Technical Education

How to Cite

Torrisi-Steele, G. (2026). Reframing career and technical education for the AI era: Metacognition and critical theory. International Journal of AI in Pedagogy, Innovation, and Learning Futures, 2(1). https://doi.org/10.46787/ijaipil.v2i1.7302

Copyright (c) 2026 Geraldine Torrisi-Steele

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

As the AI-era continues to intensify, the traditional skill-based model of Career and Technical Education (CTE) will no longer serve the needs of society’s workforce.  There is a need for learners to regulate their thinking and critically evaluate the systems shaping that thinking so that they can operate effectively and responsibly in AI-mediated work environments . The proposed Cognitive–Critical Agency Framework, extends traditional skill development to include reflective, analytical, and system-aware capabilities. The proposition is that effective preparation for AI-mediated environments requires more than technical competence; it requires the ability to think about thinking and to question algorithmic systems. This reconceptualization positions CTE as a critical site for developing autonomous, informed, and responsible participants in an increasingly algorithmic world.

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