The idea of AI being used in FE classrooms is not some distant concept that has yet to be achieved. The question now is no longer whether our students will use AI in their studies. Instead, the question now is whether our students will use AI to help them in learning their subjects, or for the avoidance of learning. AI can assist our students to understand a tough subject, give them recommendations, help them in doing research, and direct them where they might be struggling with something. But a danger arises when our students stop learning and start thinking through AI. Students will ask the software to do an assignment for them, then hand it over without even knowing about the subject at hand. This presents educationalists with a real challenge in the future. Instead of instructing our students not to use AI, we should instead try educating them on how to use it properly. In my role at HRUC, I have seen students in level 1 vocational studies use AI in developing websites, programming and coding assignments. However, what surprised me was not the fact that students were using AI but the way they were using it. It was interesting because they did not just want to receive the answer but also learn how to interact with the technology to generate their ideas. This experience has made me realise that colleges need to concentrate on how learners interact with AI and why. For example, instead of having AI perform a task, the student could ask such questions as: “I do not fully understand this concept. Can you explain it to me and provide me with some examples?” Learners evaluate the information received from the technology, choosing what data to utilise, whether it is true or not, and paraphrasing it. This way, the learner remains the key player. The AI platform can detect the gaps in the learner’s knowledge and understanding, explain the complicated parts of the material and suggest new research directions. At the same time, the learner needs to critically assess the information received from AI since it can be wrong, false or even misleading. To use AI effectively, it is not enough just to have good digital literacy skills but also critical thinking skills as well. Educators should be particularly mindful that young or inexperienced students might be more likely to accept the answers of AI without any doubts as they do not know how to distinguish between correct and false information. This is the reason why I have a strong conviction that AI usage should be integrated in vocational education in colleges. There should be an opportunity for students to learn how to formulate appropriate prompts, evaluate the information presented by AI, detect any false or misleading answers and differentiate between the work of AI and students’ own work. Another responsibility of colleges should be confidentiality. The students should be aware that any confidential information should not be entered into AI systems, including personal information, private messages, and photos containing identifiable information. We should not be prohibiting AI from being used in class. It is too efficient to be prohibited. It is our job to make sure that AI becomes not a substitute for learning, but a learning tool. There is every opportunity for the FE sector to arm students with the knowledge required to control not just the present technological equipment, but also that which they will confront throughout their careers.