As part of the AI4VET project, Pučko otvoreno učilište Čakovec organised an extended multi-stakeholder focus group bringing together 11 participants from 11 different institutions. The group included representatives of educational institutions with different profiles, the Technology Innovation Center Međimurje and a public library. This broader composition complemented the formal VET pilot by adding perspectives from education, innovation support and community learning environments.
Participants were first introduced to the AI4VET project, the objectives of the work package and the role of the local pilot. This was followed by a guided walkthrough of the Edu-AI Tools Navigator, including its categories, search and filtering functions, tool-entry structure, ethical considerations and limitations. The group then explored the Edu-AI Toolkit, with particular attention to implementation guidance, practical examples, step-by-step support and possibilities for adapting AI-supported activities to different educational contexts.
The meeting was designed not only as a presentation but also as the starting point for practical testing. Participants discussed possible applications in their own institutions and identified areas in which AI-supported tools could contribute to teaching, learning, communication, accessibility and organisational practice. In line with the pilot methodology, the emphasis was placed on practical relevance, responsible use and the need for human verification rather than on technology adoption for its own sake.
During August and September, participants continued the pilot independently. They used the Edu-AI Tools Navigator to explore selected AI tools and worked with the Edu-AI Toolkit as a practical reference for planning and evaluating possible uses. At the end of the testing period, participants completed the AI4VET feedback questionnaire, providing structured feedback on both resources and on their overall pilot experience.
The qualitative feedback indicated a generally positive level of satisfaction. Participants particularly valued the usability and clarity of the Navigator, the practical character of the Toolkit instructions, and the relevance of the resources for real educational settings. Feedback also confirmed the importance of pedagogical applicability, accessibility and inclusion, and clear consideration of ethical issues and responsible AI use.
The POU Čakovec pilot therefore provided more than a usability check. By involving representatives from different types of institutions and combining an initial facilitated focus group with a period of independent testing, it offered a broader view of how the AI4VET resources may be transferred across VET, other educational settings and community learning environments.
