PHILADELPHIA, PA — The fast-paced development of generative Artificial Intelligence (AI) is nurturing a new concern amongst tomorrow’s workforce – high school students. A recent global survey reveals that a significant percentage (49%) of these students envisage a substantial transformation of the traditional employment landscape. Furthermore, 48% of students predict a noticeable shift towards increasingly prioritising soft skills such as reasoning and creativity over conventionally valued hard skills, the study conducted by the Society for Industrial and Applied Mathematics (SIAM) shows.
Dr. Karen Bliss, Senior Manager of Education and Outreach at SIAM, pointed out a pressing sentiment amongst respondents – a need to equip themselves for a dramatically changing work environment. Schools emerge as pivotal in this preparation process, with over two-thirds of students advocating for their educational institutions to assume a more proactive role.
Evidently, the study respondents are not only concerned about AI’s future impact but are also grappling with its place in their academic lives. Convenience and efficiency are seen as compelling advantages of AI. However, nearly half the respondents worry it might become a crutch, potentially hindering their ability to realize their full potential. The survey indicates widespread agreement (40%) that AI will leave an indelible mark on almost every industry, career, and academic field. Therefore, mastering generative AI tools is predicted to be a key factor in future success.
Fear of job loss due to automation and obsolescence permeates nearly half of the student respondents. Only a modest 19% of respondents exhibit optimism, foreseeing an AI-enhanced future workforce that delivers higher productivity.
The responsibility of schools in preparing students for this AI-ruled future is clearly accentuated. The majority (62%) of students believe schools should provide comprehensive guidance on the ethical use of AI. Other recommendations include hands-on training in the effective academic use of generative AI tools, teaching about the limitations of AI in academic settings, and offering insights into potential AI disruptions in various career paths.
Interestingly, students (20%) are hungry for extracurricular activities that bolster their AI skills and experiences. They also suggest that teachers should consider making the use of generative AI tools a compulsory part of assignments.
The survey further unearthed a puzzling dilemma for mathematics educators – the position and relevance of generative AI in their classrooms. It shows a split sentiment; 46% of students believe that the proliferation of AI will make mathematics more important, while 26% predict little to no effect. Mathematically adept students are seen as more likely to succeed in an AI-dominant future because they can provide the human reasoning that AI still lacks. Moreover, the growing AI field will necessitate more mathematicians to develop AI tools and systems.
Dr. Kathleen Kavanagh, Director of the Institute for STEM Education at Clarkson University, urged students to hone their critical thinking, logical reasoning, creativity, and problem-solving skills. She warned that while AI can aid with certain tasks, it cannot replace these vital skills. In this complex, rapidly evolving world, students need to excel in their math classes and build these skills to navigate successfully.
Overall, with generative AI causing sweeping changes, it is clear that school systems must evolve to prepare students for this new reality. The survey points towards the need for comprehensive AI education that balances technical understanding, ethical guidelines, and practical skills to help students adapt and thrive in a world increasingly governed by AI.
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