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Utdanning.no – Automotive mechanic, light vehicles
Occupational description from utdanning.no. Provides occupational context for teaching.
Reading
Utdanning.noNO
Open resourceAutomotive Mechanic
Automotive mechanics work with inspection, servicing, fault-finding and maintenance of vehicles.
Automotive services and vehicle technologyDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking
The occupation and work tasks
The work involves reading technical information, interpreting digital messages, using measurement values, documenting work and communicating with customers and colleagues. Modern vehicles contain extensive electronics, software and digital systems. Electric vehicles and new driver assistance systems are also changing competence needs. For Kompetansepluss it is particularly relevant to work on understanding technical texts, digital information, basic numeracy, documentation and clear communication.
Typical work tasks
- Read work orders and technical descriptions.
- Find information in digital vehicle and workshop systems.
- Interpret error messages and numerical data.
- Document relevant information about work.
- Communicate with customers and colleagues.
- Use electronic registers and ordering systems.
- Check information from several sources.
Developments affecting the occupation
- Digital diagnostic and information systems
- Electric vehicles and advanced driver assistance systems
- AI-supported document and data processing
Basic skills in the workplace
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand and use technical and work-related information.
About the skillDaily tasks
- Read work orders and service descriptions.
- Find relevant information in digital documents.
- Interpret symbols and messages from information systems.
Regular tasks
- Read technical guides.
- Find product and part numbers.
- Understand updated work descriptions.
Occasional tasks
- Get to know new vehicle systems.
- Read information about updated technology.
- Find relevant information in extensive documentation.
AI and new technology
The portal provides no repair or servicing instructions, high-voltage procedures or safety-critical technical recommendations. Supplementary topic linked to digital skills and critical thinking – not an official basic skill.
Vehicle technology is becoming increasingly digital. Electric vehicles, advanced driver assistance systems and digital diagnostic tools are changing how information is handled. AI can contribute to automated analysis and decision support, but the information must be assessed and checked.
Understanding the systems
Digital tools provide information that must be read and understood correctly.
Checking the information
Automated and AI-generated information can contain errors and must be checked.
Asking when in doubt
Unclear or missing information is clarified with the person responsible.
1. Digital diagnostic and information systems
What does a fictional system message say – and what does it not say?
2. Electric vehicles and new vehicle technologies as an information context
Read and explain a short fictional text about new technology.
3. AI-supported document and data processing
Check an AI-generated summary of a work order.
4. Critical assessment of automated recommendations
When must a recommendation be confirmed by a professional?
Suggested learning outcomes
- Understand relevant information from digital work tools.
- Distinguish between a system message and a documented cause.
- Assess whether digital information is up to date.
- Know the limitations of AI-generated explanations.
Teaching cases
Practical teaching resources for this profile will be added later.
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Open resourceHow to use this profile when planning teaching
The occupational profile supports the planning of basic skills training. It is not a vocational training course.
- 1
Identify relevant workplace tasks
Choose tasks from the profile that participants recognise from their own working day.
- 2
Discuss participants' previous experience
What do participants already know and do? Many are experienced in their occupation.
- 3
Identify basic skill needs
Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.
- 4
Select relevant learning objectives
Describe what the participant should be able to do better – in basic skills, not in the occupation itself.
- 5
Choose practical teaching cases and resources
Use the cases and resources in the profile as a starting point for practical exercises.
- 6
Adapt activities to participants' levels
Make tasks simpler or more demanding depending on participants’ skills.
- 7
Reflect on learning outcomes
Talk with participants about what they now handle better at work.
Questions for planning
- Which tasks in the profile do participants recognise?
- Which skill would be most useful in their working day?
- How can the cases be adapted to participants’ levels?