From Prompt to Practice: A Case Study of Generative AI Tool Integration among TVET Students at POLIMAS

Abstract

The rapid advancement of generative artificial intelligence (GenAI) tools such as ChatGPT and GitHub Copilot has reshaped learning practices in higher education. While much existing research focuses on students’ perceptions and technology acceptance through quantitative approaches, limited qualitative evidence examines how GenAI tools are embedded within students’ actual academic workflows, particularly in Technical and Vocational Education and Training (TVET) contexts. Addressing this gap, this qualitative case study investigates how Semester 5 Information Technology students at Politeknik Sultan Abdul Halim Mu’adzam Shah (POLIMAS) integrate GenAI tools into their academic routines. Data were collected through semi-structured interviews, reflective journals, and document analysis. The data were analysed using thematic analysis. Findings indicate that GenAI tool functions as an embedded learning companion within iterative academic workflows, supporting both writing-based and technical programming tasks. Importantly, students demonstrate regulatory awareness by verifying outputs, manually testing solutions, and adapting AI-generated responses to meet task requirements. This study provides context-specific insight into GenAI tool integration within Malaysian polytechnic education and highlights the importance of structured AI literacy in competency-based TVET environments.