<![CDATA[The purpose of this study is to examine Vocational High School teachers' perceptions of the adoption of artificial intelligence (AI) in vocational education. Using a systematic literature review (SLR) approach with the PRISMA 2020 protocol, 1,346 articles were identified from six main databases: ACM, IEEE Xplore, ScienceDirect, Google Scholar, and Semantic Scholar. Of the 1,346 articles identified, 263 were excluded at an early stage because they did not meet basic criteria, such as authorship, publication language, and document type. A total of 1,083 articles were screened, yielding 208 reports for in-depth screening. After the screening and feasibility assessment, 29 studies were included in the final analysis. The analysis showed that 72% of studies reported positive results, 24% reported moderate results, and 3% reported exploratory results. The dominant factors influencing teachers' perceptions included infrastructure readiness, digital competence, institutional support, the relevance of the vocational curriculum, and ethical and privacy issues. These findings emphasize the need for a holistic strategy for implementing AI in vocational schools that encompasses teacher training, education policy, and ethical considerations.]]>
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