AI-Supported Adaptive Learning in Vocational Beauty Education: Effects on Practical Competence and Entrepreneurial Readiness
This study examines the effectiveness of AI-supported adaptive learning in improving practical competence and entrepreneurial readiness in vocational beauty education. Although digital technologies are increasingly used in education, vocational instruction often remains standardized and does not adequately address individual learning needs. To overcome this limitation, an adaptive learning system was implemented to personalize learning activities and assessments based on students’ competency levels. A quasi-experimental design was conducted with vocational students assigned to experimental and control groups. The experimental group used the AI-supported adaptive system, while the control group received conventional instruction. Data were collected through practical skill assessments and entrepreneurial readiness questionnaires and analyzed using independent samples t-tests, gain score analysis, and Hedges’ g effect size estimation. Results showed that the experimental group achieved significantly higher practical competence (p < 0.001, g = 0.70) and entrepreneurial readiness (p < 0.001, g = 0.72) than the control group. These findings suggest that AI-supported adaptive learning can effectively enhance both technical and entrepreneurial outcomes in vocational education.