Constructing an AIGC Information Literacy Education Model for Vocational Colleges from the Perspective of Situated Learning Theory

Abstract

Abstract Amid the rapid rise of AIGC (Artificial Intelligence–Generated Content), vocational colleges face structural challenges in cultivating students’ information literacy. This study identifies four core deficiencies—outdated content, rigid pedagogy, limited faculty capacity, and superficial assessment—and develops a Context–Community Integrated Model grounded in Situated Learning Theory to address them. The model integrates four strategies: real-task–driven content renewal, community-based immersive learning, collaborative teaching, and process-oriented evaluation. It provides a coherent framework that links theory with practice, bridging the gap between industrial demand and educational supply, and offering guidance for developing adaptive, AI-literate professionals in the intelligent era.