Abstract
This study examines the deep transformation of reading practices through artificial intelligence (IA) integration and its implications for vocational training systems in the Adriatic-Ionian region. The research analyzes the shift from conjunctive to connective cognitive models, exploring how this transition challenges educational institutions and creates opportunities for regional economic development. Building on action research theory and critical pedagogy, the study identifies two emerging literacy types - semantic web literacy and critical AI literacy - as essential for maintaining professional autonomy in algorithmicallymediated environments. The paper proposes a "Think/Do/Rethink" framework that repositions vocational education and training (VET) from traditional knowledge transmission to community-based learning ecosystems. Key findings reveal that the cultural and linguistic diversity of the Adriatic-Ionian region, often perceived as a barrier to integration, actually represents a strategic asset for developing human-centered approaches to digital transformation. The study concludes that successful adaptation requires epistemological regeneration of VET systems, integration of applied AI ethics in curricula, and reconceptualization of training institutions as digital territorial welfare infrastructure.