​From Banking to Dialogue : A Freirean Reflection on the Challenge of Student Engagement in Higher Vocational Classrooms in the AI Era

From Banking to Dialogue : A Freirean Reflection on the Challenge of Student

Engagement in Higher Vocational Classrooms in the AI Era

ZHANG Dan^l, WANG Yi²

(Quanzhou Light Industry Vocational College, Quanzhou, Fujian 362200, China)

[Abstract] Low head-lifting rates in higher vocational classrooms are a common practical challenge facedby frontline teachers. However, this phenomenon is often attributed to students' poor attitudes, excessivedistractions from mobile phones, or monotonous teaching methods. While these explanations have some validity.they transforn a structural problem into individual responsibilities, In fact, when the classroom positionsstudents as passive recipients of knowledge, lowering their heads becomes an inevitable outcome. Nowadays.with the advent of the AI era, where knowledge is accessible to everyone at any time, banking education haslargely lost its original function, and this issue has become increasingly exposed. Drawing on the theories ofbanking edueation and dialogie education proposed by the Brazilian educator Paulo Freire, this paper revealsthe deeper structural problems underlying this dilemma. It also identifies the applicability and reconstructiongoals of Freire's theories within the context of higher vocational education in the Al era. On this hasis, thepaper proposes pathways through the reconstruction of values, roles, and assessment, along with strategicmeasures to enhance dialogue and problem orientation in the classroom, aiming to provide a feasible referencefor classroom reform in higher vocational education in the AI era.

[Keywords]AI Era; Paulo Freire; Dialogic Teaching: Higher Vocational Curriculum; Banking Education

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