Volume: 3 Issue: Special Issue 1
Year: 2026, Page: 57-68, Doi: https://doi.org/10.70372/jeltp.v3.sp1.9
Traditional pedagogy is increasingly being transcended by Heutagogy as Education 5.0 moves toward experiential, learner-driven frameworks. In alignment with this shift, the present study explores the effectiveness of AI-enhanced, vodcast-based learning in undergraduate engineering education. Responding to the rapid emergence of AI-driven learning environments, the study addresses the need for pedagogical models that promote learner autonomy, creativity, and measurable skill development among Gen-Z learners. The intervention employed AI-integrated vodcast production as an active learning strategy, using Subroto Bagchi’s biography as core content and involving 120 first-year engineering students across four branches. AI tools supported various stages of the process—including editing, transcription, pronunciation feedback, and performance analytics—thereby enabling personalized and multimodal learning experiences. A mixed-method design was used to examine improvements in digital literacy, self-regulated learning, collaborative skills, and communicative competence. Qualitative reflections further revealed increased confidence, creative ownership, and a heightened sense of accountability among learners. Overall, the findings position AI-assisted vodcasting as a scalable and transformative pedagogical model that personalizes learning, enhances communication skills, and prepares engineering students for the evolving demands of Industry 5.0.
Keywords: AI-driven learning; Digital literacy; Engineering education; Learner autonomy; Personalized learning; Vodcasting
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