Abstract:

There is vast amount of literature detailing the impact of technological developments, and specifically Artificial Intelligence (AI), on the world of work. As the world of work changes, so too do the skills that workers need. In a world of thinking machines, humans must possess the ability to understand and take advantage of AI, as well as maintain their ability to compete for jobs against a talent pool of both human and robotic candidates. Therefore, individuals must be able to keep up with changes in emerging tech, make effective use of the tools of modern technology, and identify and develop skills that technology cannot replace. In this context, educators face the challenge of preparing today’s students for the new world of work; enabling students to navigate their way through shifting opportunities and make decisions about what seem to be increasingly uncertain employment prospects.

A number of studies have focused on predictions about job losses as robots replace human workers (e.g. World Economic Forum, 2018). However, fewer research studies have investigated the perceptions and feelings of affected individuals, and their plans to navigate a future increasingly shared with technology. The aim of our research is to explore student’s attitudes, perceptions and reported behaviours regarding the impact of AI on the world or work and education.

Our research provides a detailed understanding of a specific set of individuals: the current generation of undergraduate students. This group of students are on the cusp of entering the workforce, they are the first generation for whom automation will definitely impact on their working lives, yet they have been educated in a system which is only just beginning to wake up to the implications of automation for the workforce. Many students are themselves not fully aware of what the future will hold. We explore these students’ visions of their futures; their awareness of how technological development may affect them; their hopes and fears; how they plan to prepare themselves for the coming changes, and; their attitudes to the impact of AI on the world of work and education.

Qualitative and quantitative data will be presented from surveys, discussion groups, written work and interviews. Participants include both a general undergraduate student population studying in the UK and US (n=356), and a specific group of undergraduate students studying a “Robotics, Business and Society” course in the UK (n=53).

The findings from this research will provide guidance for educators looking to understand and best prepare today’s students for the workplace of tomorrow. Specifically, the presentation will explore students’ thoughts and feelings about their education, work choices and the skills they feel they will need to equip themselves for this brave new world. Key findings will be presented using the following themes: what kinds of future students envisage in an increasingly automated work environment; how students imagine themselves in these futures; how students plan to actively respond; and what advice they have for younger students and for educators. We will focus on how to prepare students for increasing automation as well as the new challenges that AI presents for higher education more broadly.

Keywords:

Artificial Intelligence, Undergraduate, Automation, Robotics, Technology, Education.