AI/ML, Employability and Higher Education - Roundup 14 Jul 2025

The articles focus on how AI is transforming various industries and job roles, from software development to finance, while also creating new ethical and practical challenges. Universities must adapt their curricula and teaching methods to prepare students for an AI-augmented workplace, emphasizing skills like critical thinking, adaptability, and responsible AI use alongside technical knowledge.

There are conflicting views on AI’s impact on productivity and job displacement. Some studies suggest AI tools can slow down experienced workers (Claburn 2025), while others predict widespread job losses (Graziosi 2025). Additionally, there are varying perspectives on which workers (entry-level vs. experienced) are most at risk from AI disruption (Hunter 2025).

• Claburn (2025) reports that AI coding tools made experienced software developers 19% slower, contrary to expectations of increased productivity. This study is relevant as it challenges assumptions about AI’s impact on skilled labor and highlights the need for critical evaluation of AI tools in education and industry.
• Graziosi (2025) discusses CEOs’ warnings that AI could eliminate millions of white-collar jobs, particularly impacting middle managers and entry-level positions. This article is crucial for understanding the potential large-scale impacts of AI on the job market and the need for universities to prepare students for a rapidly changing workforce.
• Hunter (2025) explores the implications of Google’s new AI video generation tool, highlighting both creative opportunities and concerns about deepfakes and job displacement. This development is relevant to educators as it demonstrates the need to teach both technical AI skills and ethical considerations in media creation.
• Milmo and Almeida (2025a) report on Teach First’s shift towards in-person interviews due to increased AI use in job applications. This trend is important for educators to consider in preparing students for job searches and developing skills that can’t be easily replicated by AI.
• Milmo and Almeida (2025b) develop a set of propositions and advice for graduates entering the labour market, citing a series of recruitment industry sources to develop them.
• Otte (2025) shares experiences of recent graduates struggling to find jobs in an AI-impacted market, highlighting the need for practical skills alongside degrees. This article underscores the importance of universities adapting their curricula to meet changing job market demands.
• Carucci and Hogan (2025) discusses how AI is transforming organizational structures and leadership roles, emphasizing the need for change-readiness and coaching skills. This piece is relevant for preparing students for future leadership roles in AI-augmented workplaces.
• Ailion (2025), written by a designer with 20 years of experience, argues for “Practical AI” tools that enhance the creative process rather than replace it. This perspective is valuable for educators in creative fields to understand how to integrate AI tools effectively into their teaching.
• Albergotti (2025) highlights the growing importance of “forward-deployed engineers” in implementing AI solutions across industries. This trend is relevant for universities to consider in developing programs that combine technical AI skills with business acumen and problem-solving abilities.

The articles collectively paint a picture of rapid AI-driven change in the job market, with both opportunities and challenges for workers at all levels. While there are concerns about job displacement, particularly in white-collar roles, there’s also evidence that human skills remain crucial. Universities play a vital role in preparing students for this new landscape by teaching AI literacy, fostering adaptability, and emphasizing uniquely human skills that complement AI capabilities. The future workforce will need to be adept at working alongside AI, understanding its limitations, and leveraging it responsibly to enhance productivity and innovation across industries.

1. Changes in the broader labour market: Educators must prepare students for a job market where AI is reshaping traditional roles and creating new ones (Graziosi 2025; Carucci and Hogan 2025). This means teaching students to be adaptable, to continuously learn, and to understand the strategic implications of AI across various industries. Courses should incorporate real-world AI applications and their impacts on different sectors.

2. Changes in jobs and tasks: AI is altering the nature of work within professions, sometimes in unexpected ways (Claburn 2025; Ailion 2025). Educators should focus on teaching students how to work alongside AI, emphasizing skills that complement AI rather than compete with it. This includes developing students’ abilities in critical thinking, problem-solving, and creative application of AI tools within their specific domains.

3. Necessary student preparation: To thrive in the evolving labour market, students need a combination of technical AI literacy, domain expertise, and soft skills (Albergotti 2025; Milmo and Almeida 2025a). Universities should offer interdisciplinary programs that combine AI/ML knowledge with specific professional fields. Additionally, emphasis should be placed on developing skills such as ethical decision-making, effective communication, and the ability to critically evaluate AI outputs and implications.

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