Technology is developing each century, resulting in new advancements in business and science. As it is also transforming how we live, work, and learn, artificial intelligence (AI) is also displacing those in entry-level white collar roles disrupted by these changes. The disruption of these roles could be seen as an opportunity to upskill and understand and apply artificial intelligence to avoid being replaced in the future. Schools, including the UNC System, should help prepare students for this reality.
“You’re not going to lose your job to AI, but you’re going to lose your job to someone who uses AI,” Nvidia CEO Jensen Huang once said.
As a graduate of the Class of 2024 at the North Carolina State University, I also speculated that there were fewer job opportunities, not only in part due to economic reasons such as inflation and high interest rates, but also because companies are investing in artificial intelligence. A New York Times article confirms this hunch, saying companies are replacing entry-level roles rather than investing in those roles for college graduates in their respective fields, such as in business and STEM to launch their careers.
To combat this threat to their students’ future job prospects, some academic institutions, such as Ohio State University, are mandating AI fluency courses for all students in the class of 2029. As OSU is making moves to prepare their students in the use of artificial intelligence, the UNC System must do the same for their students.
The UNC System has a responsibility to prepare its students with knowledge and skills to navigate this changing technological landscape, and there is a compelling case to be made for its students to gain fluency in AI. Not only would it prepare students for the integration of AI in the workforce across many industries, but it would also develop an ethical understanding of its impact and potential in society.
AI was once a futuristic concept seen in TV shows, movies, and science fiction novels, but it is now being integrated into everyday life. Students must not only understand the use of it, but also its impact. A course in AI fluency would give students a basic knowledge to navigate the developing technology of it across many fields where it can be applied. Understanding it is now similar to having a basic knowledge in mathematical and literary concepts, as it may influence their future careers and lives.
With the rise of AI, there are ethical considerations to ponder. It can raise concerns about privacy, accountability, and biases. Not only would this be a technical issue but also a moral one in nature. To address the ethical concerns of AI, it is crucial that students are exposed to the ethical dilemmas of it. A course on AI fluency would explore the issues of it in depth, with discussions and scenarios about the dangers of AI, but it would also explore the good it can do. Understanding the ethical implications of AI, would develop more responsible and informed leaders in fields that are already using it.
As the job market is evolving due to it, employers are going to seek candidates who are fluent in AI use and its applications. Several fields are leveraging use of it — such as marketing, finance, and computer science — for analytical and automation uses. Candidates who may lack knowledge are likely to find themselves in a changing job market that is more competitive. Not only would this knowledge increase employability, but it would prepare students to be more willing to engage in the use of AI in a meaningful way.
Another reason why the UNC System should integrate AI into education is to bridge the divide between higher education and society. Many students may not have the resources to access the latest technologies or resources to understand it. By requiring all of their students to take a course on AI, the UNC System would ensure that every student has basic knowledge of it, regardless of background. Doing this would create an equitable environment in AI education and give students the opportunity to succeed rapidly evolving world.
A course on AI would also prepare students to ponder on future challenges by it. As AI is developing and offers many benefits, there are also the risks it presents, such as job displacement, privacy concerns, and the influence of tech giants. Teaching our students the use of it would lead them to become participants in its implementation and development, and they would be able to contribute to debates pertaining to governance and regulation of it, serving the good of the public.
With all this in mind, a course on AI would be a step forward for graduates. AI technology is here to stay and we must adapt to the use of it or be left behind. The demand for knowledge of AI in the workforce, the concern to address ethical considerations, and preparing all students equitably creates a compelling case for the UNC System to adopt an AI fluency course for its students. Doing this would lead the way for creating the next generation of students who are not only knowledgeable in the use of it, but also responsible and prepared for it.
