Digital Transformation and Management Innovation in Vocational Education: Evidence from AI-Enabled Project-Based Learning

Abstract

Digital transformation has become a defining trend in global education systems, particularly in vocational education where alignment with rapidly evolving industry technologies is essential. In China, national digitalization strategies have accelerated the integration of artificial intelligence (AI) into teaching and governance practices, raising new challenges for institutional management systems. However, how AI-driven pedagogical innovation reshapes educational management processes remains insufficiently examined. This study investigates the mechanisms and pathways of digital transformation and educational management innovation in Chinese vocational education. Focusing on the integration of Artificial Intelligence (AI) with Project-Based Learning (PBL), the research adopts a qualitative single-case study design, examining the “AI+” PBL reform implemented in the E-commerce program at Hunan Vocational College of Electronic Science and Technology (DK College). Data were collected through semi-structured interviews, classroom observations, and multi-source document analysis involving administrators, faculty members, students, and industry partners. The findings indicate that AI-enabled PBL has catalyzed adaptive transformation across four key managerial domains: (1) curriculum management shifted from rigid scheduling to flexible project-cycle organization; (2) faculty management evolved toward cross-disciplinary project mentor teams; (3) resource support integrated institutional AI platforms with authentic enterprise data environments; and (4) assessment practices expanded to include multi-dimensional evaluation of learning processes, project outcomes, and digital literacy. The study further reveals that digital transformation in vocational education management is a dynamic and iterative process shaped by continuous interaction among technological logic, pedagogical logic, and organizational logic. Based on the case analysis, an integrated analytical framework Technology Integration–Management Transformation–Organizational Adaptation is proposed. This research contributes empirical insights into localized management innovation and offers practical implications for vocational institutions and policymakers advancing educational digitalization, particularly with regard to institutionalizing management innovation.