AI preparing kids for careers that don’t exist yet, say education leaders
Educators and policymakers argue that artificial intelligence is reshaping learning so fundamentally that students must be equipped with skills for future jobs that do not yet exist, emphasising adaptability, creativity and digital literacy.
Education leaders and industry stakeholders in South Africa say the rise of AI is transforming labour-market expectations to the point that tomorrow’s careers may not yet exist.
They argue that traditional curricula, centred on static knowledge and routine tasks, must evolve to prioritise adaptability, problem solving, creativity, ethical reasoning and digital fluency, competencies that complement AI rather than compete with it.
Speakers at recent education forums emphasised that AI will continue to automate routine cognitive and technical work, pushing demand toward roles that require higher-order thinking and human-centred skills.
They described a growing need to integrate AI literacy and data skills into schooling from an early age to reduce future workforce displacement and prepare students to harness AI as a productive partner.
Experts also highlighted equity concerns: without intentional policy and investment to support under-resourced schools and communities, the ‘AI skills gap’ could exacerbate inequality. Some educators recommended stronger partnerships between government, tech industry and educational institutions to co-develop curricula, teacher training and accessible AI tools.
They underscored that competencies such as empathetic communication, cultural awareness and ethical judgement, areas where AI lacks robust capabilities, will remain crucial.
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