Interactive learning material

Generating learning content with AI

Podcasts and videos in vocational education

Author: Zsolt LengyeliTStudy Hungary Training and Research Centre
Reviewer: Mária HartyányiiTStudy Hungary Training and Research Centre

Checked teaching content is transformed into audio and video with AI support. — Existing teaching content can take a new form.

Learning objective

Short audio and video formats fit well into vocational learning: they make procedures visible, can be listened to on the way to work, and can be replayed before a practical task.

This material shows how AI can help teachers create short podcasts, narration texts, video scripts, explainer videos and subtitles, and explain concepts and processes.

By the end of this material, you will be able to

Transform existing teaching content into spoken or video formats.
Adapt explanations to different learner levels and choose tools suited to your purpose.
Review generated content critically for factual accuracy, safety, copyright and appropriateness.

Introduction

Less production, more teacher judgement

Producing a podcast episode or an explanatory video used to require a studio, a camera operator and many hours of editing. Today a teacher can turn a worksheet into a two-voice audio discussion in minutes, generate a storyboard and narration for a demonstration, or create a short clip that visualises a process that is difficult to film.

This opens new possibilities and shifts the teacher’s role: less time is spent on production, and more on selecting content, directing the tools and checking the result.

01

Preparation

A short audio recording before a practical task, even on the way to work.

02

Visualisation

A video explaining a concept or process that is difficult to observe.

03

Revision

An explanation that can be replayed, with subtitles or a readable transcript.

A shared workflow

From text to audio and video

Most AI-supported media production starts from existing, checked material: a lesson text, a worksheet or a technical description. The same workflow applies to audio and video.

Select content
Focus on one clearly defined concept or procedure.
Define the purpose
Specify the audience and level. Is the material for an introduction, revision or preparation for a practical task?
Write, then correct
Ask for a script in spoken style, then check the text.
Produce the media
Choose an AI voice or your own voice, slides, generated visuals or your own footage.
Add supporting material
Include subtitles, a short summary and questions for self-check.
Review before use
Watch or listen to the entire material using the teacher review checklist.

Audio · The script

Podcasts and narration

A language model can rewrite a written text into a script for listening. Shorter sentences, spoken style, repetition of key points, rhetorical questions and a closing recap can support understanding.

A useful prompt specifies the format, audience, duration and required content precisely.

Two speakers with microphones and audio waveforms. — A two-voice dialogue makes explanations livelier and easier to follow.

Example prompt for a podcast script

“Turn the attached text on refrigerant handling into a 4-minute podcast script for second-year HVAC apprentices. Use a dialogue between an experienced technician and an apprentice. Use everyday language, explain each technical term once, include two safety warnings, and end with three recap questions.”

Audio · Three approaches

How does a script become audio?

From your own sources

Audio Overview

Teachers can upload their own texts, PDFs and slides to Google NotebookLM. Audio Overview creates a source-based audio summary, such as a podcast-style conversation between two AI hosts.

It is also available in Hungarian; instructions about the topic and audience can guide the output.

From a checked script

Text-to-speech

Text-to-speech services such as ElevenLabs, or voices built into office and learning platforms, can read a checked script aloud in natural-sounding voices and several languages.

Listen back to check pronunciation and technical terms.

In the teacher’s voice

Your own recording

For many purposes, the teacher’s own recording remains the most authentic solution. AI can still help write and revise the script.

A familiar voice and local examples can strengthen the explanation.

Video · Scripts and storyboards

Plan the video first

For videos, the most valuable AI support is often the planning. Ask for a storyboard: a table of scenes that connects the visuals with the spoken explanation.

The plan can be filmed in the workshop with a phone, built from narrated slides or produced with some generated scenes.

For each scene, specify: the visual elements, narration, on-screen text and duration.

A sequence of storyboard panels showing explanation, visualisation and review. — A storyboard breaks an explainer video into scenes with visuals and narration.

Video · Production and subtitles

Four approaches to an explainer video

01 · Narrated slide video

A source-based explanation

NotebookLM’s Video Overviews turn uploaded sources into narrated, slide-based explainer videos. Presentation tools can also export slides with narration as video.

02 · Generated clip

A scene from text or an image

Tools such as Google Veo, Kling and Runway create short clips from text or image prompts. They can illustrate scenes, processes or an atmosphere.

The range of tools changes quickly; choose according to your learning objective.

03 · AI avatar

A synthetic presenter

An AI avatar can present a checked script. This can be useful for multilingual versions, but the synthetic presenter must be clearly labelled.

04 · Subtitles and translation

What is worth explaining through video?

Generated video can best support learning where filming is difficult, dangerous or impossible.

Invisible processes

Current flow in a circuit, airflow in a ventilation system, heat transfer or what happens inside an engine cylinder.

Step-by-step demonstrations

Demonstrations that prepare learners for a practical task and can be watched several times.

Safety scenarios

Show what could go wrong, for example when working without protective equipment, without actually putting anyone at risk.

Motivation and context

Short scenes can show a procedure in a realistic workplace situation.

Before classroom use

Limitations and teacher review

A realistic appearance alone does not establish whether footage is real. The C2PA content provenance standard and watermarks can help identify its origin, but do not replace a review of the content.

Carefully review every AI-generated video and audio recording before classroom use. Clear labelling and teacher review are both essential.

A video reviewed with a magnifying glass and a checklist marking correct, incorrect and review points. — Realistic visuals alone do not prove factual accuracy.

Review checklist for AI-generated media

Expand each item and work through all six checks.

Knowledge check

Check what you have learnt!

Select one answer for each question, then view your score and the explanations.

1What should be the starting point for media production? Any visually impressive video. Checked teaching content and a clear learning objective. The tool’s default recommendation.

2Which instruction best supports the creation of an educational podcast? Simply: “Create a podcast!” “Make it as long and detailed as possible.” One that specifies the source, audience, duration, speakers and self-check questions.

3What should a storyboard include for each scene? Visual elements, narration, on-screen text and duration. Only the names of the speakers. Only the cost of the tools used.

4A generated clip shows a workshop procedure realistically. What should you do next? Share it immediately, because realistic visuals prove it is correct. Review it for factual accuracy and safety, comparing it with real footage or a checked diagram. Check only the background music.

5What should you provide alongside audio to support accessibility? Nothing, if it is clearly audible. Only an illustration. A readable script or summary, and checked subtitles for video.

For your next learning material

Takeaways for teachers

Start with a script

Planning is where AI can help most. Ask it for a script or storyboard, then adapt it to your learners’ needs.

Build on your own sources

Source-based tools such as NotebookLM use your own teaching material to create audio and video content.

Appearance and function

Generated video can show how something looks without correctly showing how it works. Check procedures and safety.

Labelling and access

Label AI-generated media, respect copyright and likeness rights, and add subtitles or transcripts.

References and further sources

Audio and video production

Google (2025–2026): NotebookLM – Audio Overviews and Video Overviews. Google Blog and NotebookLM Help.
NotebookLM
Audio Overviews – official help
Video Overviews – official help

Provenance and transparency

Coalition for Content Provenance and Authenticity (C2PA): Content Credentials specification. C2PA website
Regulation (EU) 2024/1689 (Artificial Intelligence Act), Article 50: transparency obligations. English text of the regulation

Training background material

Lengyel, Zs. (2026): Concrete applications for content generation. VITA training presentation.

On the next page, you can download PDF versions of the complete English source material and the practical task.

Contributors and attachments

Credits and copyright

Author: Zsolt LengyeliTStudy Hungary Training and Research Centre
Reviewer: Mária HartyányiiTStudy Hungary Training and Research Centre
Project: 2025-1-LT01-KA220-VET-000362456

Attachments

Download the English source materialM4-T1-MLC3-TEXT-EN.pdf Download the practical taskM4-T1-MLC3-EXC-EN.pdf

This work may be reused and adapted under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

Funded by the European Union. Views and opinions expressed are those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency.