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March 5, 2026Open Access

The use of Artificial Intelligence in higher vocational colleges in Sichuan, China: a mixed-methods study of adoption, utilization, and policy implications

Key Points

The study aims to investigate AI adoption and utilization in higher vocational colleges in Sichuan, China, as well as the associated challenges and policy implications.
Conducted a survey involving 1,085 respondents including administrators, teachers, and students.
Performed interviews and on-site observations to gather qualitative data.
Profiled prevalent AI tools and their uses in teaching, language learning, and research.
Analyzed stakeholder perceptions and barriers to AI integration.
Approximately 70–75% of faculty and administrators adopted AI tools, with lower student uptake.
Strongest AI utilization was noted for routine tasks and language learning applications.
Domestic AI tools like Baidu ERNIE Bot and Alibaba’s Qwen were most commonly used, while foreign models like ChatGPT had minimal adoption.
Fewer than 10% of respondents received formal AI capacity-building training, but those with prior training used AI more effectively.
No significant differences in AI utilization levels among students, teachers, and administrators were found.

Abstract

This study investigated the status of Artificial Intelligence (AI) adoption and utilization in higher vocational colleges in Sichuan Province, China, and examined the challenges and policy implications of institutional AI integration. Using a mixed-methods, descriptive-comparative design, we combined a survey of 1,085 respondents (administrators, teachers, and students) with interviews and on-site observations to profile prevalent AI tools, frequency and purposes of use, and the extent of AI integration in teaching, language learning, and research, while also comparing stakeholder perceptions and identifying barriers to effective adoption. Results indicate a moderate level of AI adoption in Sichuan’s vocational colleges: approximately 70–75% of faculty and administrators reported adopting AI tools, while student uptake was lower, with nearly one-quarter unsure whether they had used AI. Utilization was strongest for routine tasks and language learning (notably AI-supported translation and tutoring), whereas AI use for research-related activities remained comparatively limited. Domestic platforms such as Baidu ERNIE Bot and Alibaba’s Qwen were the dominant tools, consistent with China’s technology ecosystem and access constraints, whereas foreign models such as ChatGPT were used minimally. Formal AI capacity-building was scarce—fewer than 10% reported receiving structured training—yet individuals with prior training or institutional support showed higher usage. Statistical analyses further found no significant differences in overall AI utilization levels among students, teachers, and administrators, suggesting a broadly cohesive pattern of adoption across roles. Key challenges included limited training opportunities, inadequate infrastructure and access, uncertainty or resistance toward AI use, and concerns about data privacy and academic integrity. Based on these findings, we propose a comprehensive academic policy framework to guide the ethical and effective integration of AI across teaching, learning, research, and administration, emphasizing AI literacy programs, infrastructure enhancement, clear usage guidelines, and sustained implementation support, aligned with China’s educational modernization agenda.

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