AI/ML, Employability and Higher Education - Roundup 16 Jun 2025

The articles highlight the rapid adoption of AI across industries and its significant impact on jobs, from enhancing productivity to potentially displacing workers. For universities, this emphasizes the need to prepare students for an AI-driven workforce by teaching both technical AI skills and the critical thinking abilities to leverage AI effectively and adapt to changing job requirements.

While many articles focus on AI’s potential to boost productivity and create new opportunities, some highlight concerns about job displacement, ethical issues, and the need for human oversight. There are also differing views on how quickly and extensively AI will transform certain professions, with some suggesting more gradual changes in fields requiring complex human judgment.

• Mok (2025) profiles AI leaders at major companies driving adoption of the technology to boost productivity and transform operations. This demonstrates the growing importance of AI skills and leadership for students entering the workforce.
• Vigliarolo (2025) reports on rising unemployment for IT professionals, except for those with AI-related skills, highlighting the shifting job market that students must prepare for.
• Shearing (2025) discusses new UK guidance allowing teachers to use AI for tasks like marking, showing how AI is changing education itself and the skills educators need.
• Helmore (2025) describes Ohio State University’s initiative to make all students “fluent” in AI, illustrating how universities are adapting curricula to prepare students for an AI-driven world.
• Mason (2025) reports on AI training for all civil servants in England and Wales, demonstrating the widespread adoption of AI across sectors that graduates may enter.
• Milmo (2025) covers the UK government’s investments in AI infrastructure and training, highlighting the growing national focus on developing AI capabilities that universities must support.
• Claburn (2025) discusses a survey showing developers appreciate AI coding tools but don’t fully trust them, illustrating the need for students to develop critical thinking skills alongside technical AI knowledge.
• Sharwood (2025) reports on Canva requiring job candidates to use AI coding assistants in interviews, showing how AI skills are becoming essential for employment in tech fields.
• Robinson (2025) discusses BT’s plans to potentially cut more jobs using AI, highlighting the ongoing workforce changes that students must be prepared to navigate.

The articles collectively paint a picture of rapid AI adoption across industries, with significant implications for the job market and the skills required of future graduates. While AI presents opportunities for enhanced productivity and new roles, it also raises concerns about job displacement and ethical considerations. Universities must evolve to prepare students not just with technical AI skills, but also with the critical thinking, adaptability, and ethical grounding to navigate an AI-driven workforce. This requires a multifaceted approach to education that combines AI literacy with strong domain expertise and an understanding of AI’s broader societal impacts.

1. Changes in the broader labour market: Educators must prepare students for a job market where AI skills are increasingly in demand across industries (Mok 2025; Mason 2025). However, they should also cultivate adaptability and critical thinking skills to help students navigate potential job displacement and evolving role requirements (Vigliarolo 2025; Robinson 2025).

2. Changes in jobs and tasks: AI is transforming specific job functions, from coding to customer service (Claburn 2025; Sharwood 2025). Educators should focus on teaching students how to effectively collaborate with AI tools, understanding their capabilities and limitations, rather than solely performing tasks that AI might automate.

3. Preparing students to thrive: Beyond technical AI skills, students need to develop higher-level analytical and critical thinking abilities to effectively leverage AI and adapt to changing job requirements (Helmore 2025; Shearing 2025). Educators should emphasize domain expertise combined with AI literacy, ethical considerations in AI use, and the ability to critically evaluate AI outputs and make informed decisions.

Sources