Artificial intelligence (AI) has long been a present-day topic and is having an impact on the economy, society, skilled work and the work environment. However, there are often very different assessments of the effects: On the one hand the loss of jobs and even professions has been predicted, on the other hand new support and shaping options for work are emerging. In addition, AI is treated as a powerful buzzword without considering the real technologies and requirements behind it. Nevertheless, consequences for the world of work and its employees can only be derived and vocational training concepts designed if the handling of AI in skilled work has been concretized beforehand.

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Standards with a focus on learning and supporting measurable learning processes including their outcome have been under discussion since several decades. In the last two decades more and more standards have been discussed for teacher training for technical education and vocational education and training. Teachers in this area are facing a bunch of challenges worldwide. The reasons for this vary from country to country because of the very different approaches and organization models of teacher training for technical education and vocational training. This situation has prompted some planners to creating standards for whole regions such as Asia, Europe, the United States and so on. This approach is not followed in this article.

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