Rethinking authentic vocational and technical lecturers’ competence in the age of artificial intelligence in Southeastern Nigeria

Abstract The rapid integration of artificial intelligence (AI) into vocational and technical education (VTE) challenges traditional notions of lecturer competence in Southeast Nigeria. Despite VTE’s pivotal role in national development, many lecturers remain underprepared for AI-enhanced teaching, creating a widening gap between classroom instruction and industry expectations. This study explored how VTE lecturers conceptualised and practised authenticity in AI-mediated environments. Guided by Authenticity Theory and three research questions, the study adopted a qualitative, descriptive phenomenological design involving 15 purposively selected participants-10 university lecturers and 5 industry experts. Data were collected through semi-structured interviews and were analysed thematically using Braun and Clarke’s [1] framework to identify recurring patterns. Findings revealed that authentic lecturers demonstrated critical thinking, adaptability, ethical consciousness, and lifelong learning, yet faced challenges such as poor AI-practical integration, limited collaboration, and ethical dilemmas. Key competencies identified include instructional design with AI, ethical consciousness, and reflective practice. The study recommends targeted professional development, stronger industry-academic partnerships, and policy reforms to enhance authentic, AI-ready teaching and align pedagogy with evolving technological realities.