From Artificial to Authentic: A Sociocultural Case Study of AI-Scaffolded Transitions to Professional Communication

Abstract

Grounded in sociocultural learning theory, this qualitative case study examines how vocational undergraduates transition from AI-scaffolded practice to peer-mediated, authentic communication in developing care-oriented professional competencies. Thirty-three first-year students in health and wellness programs completed a 16-week sequence of AI-to-peer tasks across four communication domains. Data included semi-structured interviews (n=9), focus group discussions (n=14), and weekly learning journals. Reflexive thematic analysis revealed three key findings: (1) AI agents served as mediating tools that created low-stakes practice spaces and provided clear language patterns and example phrases, enabling students to rehearse professional discourse within their zones of proximal development; (2) the transition to human interaction presented significant challenges that required students to develop flexible communication strategies to handle emotional responses and unexpected situations; and (3) students gained a clearer understanding of care communication, recognizing AI’s instrumental value while confirming that human connection remains essential in therapeutic contexts. The study contributes to sociocultural theory by showing how digital tools can support professional communication development and outlines the limits of AI in building relationships. The findings offer practical guidance for integrating AI into professional communication courses while preserving interpersonal dimensions essential for care-oriented professions.