Hamilton, Moya-GayeYahuma, RichardAsiedu, WilliamObasa, Adekunle IsiakaOkinda, Robert2025-09-252025-09-252025-09-12https://hdl.handle.net/11599/5948This study examines the perceptions, challenges, and misconceptions of TVET practitioners in Pan-Commonwealth countries regarding the use of Artificial Intelligence (AI) in developing Open Educational Resources (OER). While AI has the potential to enhance OER accessibility and efficiency, its adoption depends on practitioners' perceptions and systemic constraints. Grounded in Everett Rogers' Diffusion of Innovations Theory, the study explores the adoption process of AI-driven OER creation, analysing factors such as relative advantage and complexity. Engeström's Activity Theory further provides a framework to examine the interactions between practitioners, AI tools, and institutional structures, identifying contradictions that influence implementation. Data was collected from TVET educators and subject matter experts in Jamaica, Kenya and Nigeria through a self-administered electronic survey. The findings offer insights into AI adoption challenges, misconceptions, and socio-technical constraints, that may inform policy recommendations and professional development strategies. This research contributes to advancing AI-driven OER frameworks for TVET, ensuring equitable and sustainable implementation. PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education Paper ID: 8306 Subjects: Generative AI; OER; TVET; Diffusion of Innovations; Activity Theory; AI Adoptionenhttps://creativecommons.org/licenses/by-sa/4.0/Working Paperhttps://doi.org/10.56059/pcf11.8306