Customized AI Training System for Medical English Teachers in Vocational Medical Colleges: Remedying Deficiencies of Universal Digital Literacy Training

Abstract

Against China’s nationwide digital literacy promotion campaign, universal digital training fails to satisfy the teaching demands of vocational medical colleges. While most nursing teachers apply AI to design teaching courseware, few receive medical-oriented AI training. Defining teachers’ AI teaching competence as situated disciplinary literacy instead of basic software skills, this study adopts TPACK , situated learning theory and activity theory to identify three drawbacks of general AI training: incorrect professional terminology usage, mixed discourse genres and missing ethical review mechanisms . Accordingly, a four-dimensional closed-loop training system is constructed, consisting of situated immersive learning, interdisciplinary collaborative construction, hierarchical training and long-term institutional guarantee. Oriented toward real medical English classrooms, this system offers operable optimization solutions for AI teacher training in vocational colleges.