Initial Vocational Education and Training (IVET) plays a key role in equipping students with digital skills, ensuring they meet the evolving demands of today’s job market. The rapid advancement of Artificial Intelligence (AI) is reshaping vocational education, particularly in laboratory-based learning, where AI tools are increasingly integrated into coursework and assignments. This study examines the digital competencies of IVET students in Greece, focusing on their engagement with AI in practical learning environments. Using a structured questionnaire, the research explores four core dimensions: general digital skills, use of online educational platforms, cybersecurity awareness, and AI integration. The collected data were analyzed through Structural Equation Modeling (SEM) to identify patterns in skill development. Findings indicate that AI adoption significantly enhances students' ability to analyze and visualize data, automate processes, and critically assess AI-generated content, ultimately improving their efficiency in hands-on training. Additionally, students who regularly interact with AI tools demonstrate greater adaptability and problem-solving skills, highlighting AI’s potential to foster cognitive flexibility. Despite the benefits, the study also reveals a significant gap in cybersecurity knowledge, with many students lacking awareness of data protection, secure online practices, and the ethical implications of AI use. These findings emphasize the need for targeted educational strategies that integrate AI literacy and digital security training into IVET curricula. By addressing these gaps, vocational training programs can better prepare students with the technical proficiency and responsible AI usage skills needed to succeed in an increasingly digital workplace.

Keywords: Artificial Intelligence, Digital Competencies, Learning Enhancement, Structural Equation Modeling, Vocational Training.