AI and Constructivist Pedagogy in TVET: A Scoping Review of Integration Mechanisms, Competencies, and Implementation Challenges

The integration of Artificial Intelligence (AI) into Technical and Vocational Education and Training (TVET) is reshaping instructional practices by enabling adaptive, learner-centered environments that support competency development. Reported in accordance with the PRISMA 2020 statement and PRISMA-ScR, this scoping review examines how AI-integrated constructivist pedagogy facilitates competency development in TVET contexts. Searches across six databases and a manual website search identified 11 studies published between 2016 and 2025, spanning multiple regions, TVET levels, and domains. Findings indicate that problem-based learning and project-based learning are the dominant constructivist approaches, supported by generative AI and intelligent tutoring systems. AI-enabled constructivist environments were associated with strengthened technical competencies and enhanced transferable competencies including critical thinking, collaboration, and career readiness. Given the small, heterogeneous, and largely non-experimental evidence base, these findings indicate associations rather than causal effects. Five recurrent integration mechanisms demonstrate how AI functions as a pedagogical mediator, while methodological limitations, curriculum design challenges, ethical concerns, and infrastructure constraints remain as key barriers to implementation. This review outlines a conceptual framework for how AI and constructivist pedagogy may be integrated into TVET.