A rash of international papers are questioning whether tertiary institutions are still effective in preparing graduates for careers as technology including AI rapidly changes the workforce.
Papers coming across FC’s desk this week from South Africa, Tashkent and the Philippines all focused on whether students were being equipped with skills required to thrive in a 21st century workforce, as part of a global movement to scrutinise not only learning and teaching methods and assessment integrity, but also curriculum and WIL to account for the rapid adoption of generative AI and other technologies.
In the Philippines, researchers surveyed IT students at a private higher education provider to determine whether they were learning the practical and soft skills required to work in a 21st century workplace. While students learned strong foundational skills, the study found that the curriculum and extracurricular programs needed to change to build the skills required.
Similar outcomes were found in Tashkent, while in South Africa, Karen Ferreira-Meyers examined the effectiveness of efforts to introduce AI-power tools into the curriculum, identifying the importance of teachers as learning facilitators, enabling Self-Aware Learning.
“The evolving role of educators in the AI era necessitates a transformation in teaching methods and competencies,” the paper said.
A clear framework for change and a commitment to upskill educators is required.
“The integration of AI transforms but does not diminish the importance of educators; instead, it enhances their focus on mentorship and guidance as they navigate this new landscape alongside their students.”
