Jobs of the Future

By Ringside Talent Partners

October 14, 2024

We are getting a clearer picture of what jobs might look like in the future as technology and industry demands change.

We know there’s plenty of work to do to ensure all students have access to the skills and support they need to be successful in those jobs.

But how do students and teachers feel that work is going—and what role do they see new technologies, like artificial intelligence, playing as we work to connect a generation of students with the next generation of employment opportunities?

A new survey out this week from the Walton Family Foundation and Impact Research can begin to help us answer these questions. The survey sheds light on current student interest in jobs of the future; uncovers how teachers and students feel the education system is preparing for those jobs; and examines the role of artificial intelligence (AI) in learning.

Students Want STEM Careers, Worry About Preparation

There’s a clear disconnect between the types of jobs students are interested in pursuing and whether they believe they are being well prepared for those jobs.

In the survey results, 6 out of 10 students (62%) said they’d consider a future career in one of the following areas: biotechnology, AI, fintech, quantum computing, 5G/6G or semiconductors.

Unfortunately, a third of those respondents said their school is not doing well preparing them for a future STEM career, and only 40% of students said their school offers advanced classes in STEM subjects.

There also remains a 20-point gender gap between female and male students interested in these careers—52% versus 72%, respectively.

One bright spot: After hearing how other countries train for STEM-related careers, 91% of respondents and 95% of teachers said preparing U.S. students for these subjects is important, with two-thirds of both groups saying it’s very important.

Policymaker Takeaways: These findings underscore what students need: 1) information about these career pathways and what it takes to successfully embark upon them; and 2) access to high-quality education and training opportunities to help students be prepared. Policymakers can meet these needs by strengthening access to pathways navigation and advising so students have the information they need to pursue the pathway that works for them.

Skills like data analytics, predictive modeling, data visualization and many others are quickly becoming foundational to today’s workforce. Employers increasingly expect and need individuals with these skills to remain competitive. To get an even clearer picture of what’s needed, ExcelinEd is currently spearheading research into how data science skills are integral to every student’s success, regardless of career interest, by reviewing job postings from employers seeking these skills. To maintain our country’s economic edge, policymakers can help ensure all students have the opportunity to learn foundational skills in data science and computer science. Just as important, these skills will ensure our students are prepared to thrive in the global economy. Achieving this begins with preparing our teachers so they are ready and confident to teach these skills.

Overall Concern About Schools and Workforce Prep

Looking beyond STEM education and preparation for STEM jobs, Americans don’t believe our schools are preparing students for the workforce and future careers more generally, with survey respondents reporting a 37% positive to 61% negative rating.

When they were informed that federal funding is available to help create jobs of the future, respondents still expressed doubt. More than half (59%) said they don’t think students are prepared for those careers. Respondents were split at 47% when asked whether K-12 teachers are qualified to prepare students for tech jobs.

Perhaps most disheartening were teachers’ perspectives. Nearly all educators who responded to the survey agreed it’s their job to prepare students for jobs of the future, but more than a third (37%) said they don’t believe they are on track to hit that mark in the coming years.

Policymaker Takeaway: An important first step is for policymakers to get a better understanding of what is being offered to students in high-quality, education-to-workforce pathways, including career and technical education, college acceleration opportunities and work-based learning. ExcelinEd’s return on investment analysis helps states take stock of what is currently being offered and to reflect on the question: Is it working for students, teachers and employers?

Artificial Intelligence Earns High Marks from Students, Teachers and Parents

The debate over artificial intelligence and what it means for government, politics, the workforce and beyond is just beginning. But what do teachers, students and parents think about generative AI in the classroom, specifically the large-language model platform ChatGPT?

Short answer: They’re familiar with it, and they like it.

In the survey, more than two-thirds of teachers (73%), students (67%) and parents (71%) said they are familiar with ChatGPT, and each group gave ChatGPT a net-positive favorable rating, with teachers at 58%, students at 54% and parents at 61%.

​​Almost two-thirds of teachers (63%) reported using ChatGPT for their job, up 13 points from the prior survey in February 2023.

Looking beyond those within K-12 education, 80% of voters said they are familiar with ChatGPT, but only 43% gave it a favorable rating. However, when asked about using ChatGPT in education, voters and parents alike said it will have legitimate uses in education (voters at 47%, parents at 49%) versus being used mostly as a tool for cheating (voters at 24%, parents at 32%).

Nearly two-thirds of parents think teachers and schools should allow the use of ChatGPT for schoolwork (64%), including 28% who say they should encourage its use.

While these results represent only one survey, it appears there may be a greater receptiveness to adopt and use AI within K-12 education than more generally in other settings. This presents an opportunity for continued policy development centering on teacher productivity and student support.

Policymaker Takeaway: It is important for education policymakers to develop a baseline understanding of generative AI and its applications in education, including its potential misuses. ExcelinEd developed an FAQ document to help provide this knowledge and will continue to address the emerging potential – and pitfalls – through sessions at our 2023 National Summit on Education, upcoming in November in Atlanta, GA.

What States Can Do to Develop a Future-Ready Workforce?

State policy is a critical lever for ensuring all learners, regardless of age, have access to high-quality pathways that lead to higher-wage careers, including careers in STEM.

ExcelinEd’s Pathways Matter framework presents 20 key education-to-workforce policies, organized within six focus areas, designed to provide policymakers with a structure to look across systems and agencies on what policies are in place to deliver success to learners and value to communities.

ExcelinEd also spotlights emerging digital careers that are increasingly in-demand, including the broadband-5G workforce, cybersecurity and fintech. Watch our webinar from earlier this year highlighting how three states brought together government, education and industry leaders to develop education-to-workforce pathways related to the digital workforce.

By partnering across sectors, including with industry leaders, and listening closely to the needs of students, parents and educators, state policymakers can strategically develop their workforces and drive economic development in their states.

Courtesy of Excelined

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