A Transformative PAR (Participatory Action Research)  Paradigm in AI Engineering: Towards Adaptive and  Humanistic Vocational Learning

Imanaji Hari Sayekti; Slamet Rahayu

doi:10.59934/jaiea.v4i3.1147

Authors

Imanaji Hari Sayekti STMIK PGRI Arungbinang Kebumen, Indonesia
Slamet Rahayu Politeknik Negeri Subang

DOI:

https://doi.org/10.59934/jaiea.v4i3.1147

Keywords:

Adaptive learning, Artificial intelligence, Humanistic education, Participatory action research, Vocational education

Abstract

Artificial Intelligence (AI) presents significant prospects for personalizing learning experiences. However, technology-oriented engineering paradigms cannot often adapt comprehensively and support fundamental human aspects, thus risking the creation of systems perceived as rigid. This paper aims to articulate a transformative paradigm for AI engineering within the context of vocational education by integrating Participatory Action Research (PAR) principles. Using a systematic literature synthesis approach, this paper examines the challenges in human-centered AI engineering and analyzes the potential of PAR as a methodological framework. The result is an integrated conceptual model that aligns the PAR cycle with the AI system development lifecycle, positioning learners and educators as co-design partners. The PAR paradigm offers substantial potential to direct the evolution of AI engineering toward learning systems that are technically adaptive, contextually relevant, and substantively humanistic.

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