AI-Enabled Talent Cultivation for High-Quality Live-Stream E-Commerce: An Expanded Pedagogical Perspective

Abstract

China’s live-stream e-commerce (LSE) sector has grown faster than universities can supply competent, ethically reflective practitioners. While artificial intelligence (AI) is frequently invoked as a remedy, its pedagogical value remains undertheorized. Drawing on situated-learning, technology-enhancement and sociotechnical accountability theories, this paper expands an earlier AI-anchored “1 + 2 + N” model in which one open-source platform coordinates dual mentors (teacher + enterprise supervisor) and N granular learning episodes. A seven-month, single-case design was conducted in a three-year vocational college without proprietary datasets or algorithmic black-boxes. Evidence from 28 student reflective journals, 13 stakeholder interviews, 62 syllabus maps and 120 hr. of screen-capture video indicates that expanded AI mediation reduces skill–market mismatch, raises learner agency, shortens faculty feedback latency and embeds compliance thinking in situ. The paper concludes with ten expanded design principles, a privacy-risk matrix and a cross-institutional scalability checklist that together keep AI educationally accountable while sustaining LSE innovation.