Bridging AI Skills Gap Through Higher Education

Future-proofing the workforce

The pace of technological change is redefining the skills landscape, positioning AI as a key driver of workforce development. 

AI expertise has become a coveted asset among employers, with 71% of executives preferring to hire applicants with AI expertise. Yet only a quarter of workplaces offer formal AI training, indicating a pressing need for job seekers with existing AI knowledge. This gap reveals a critical disconnect between what employers expect and how prepared employees feel; in fact, over 50% of recent college graduates are questioning their workforce readiness due to the growth of AI.

Higher education institutions are able to help bridge this divide at all organizational levels by integrating AI literacy into their curriculums and providing hands-on experience. Immersive experiences can transform students' confidence in emerging technologies – a step critical for students nearing graduation. Institutions and companies that prioritize AI fluency can empower modern learners, alleviate workforce concerns about unmet expectations, and provide a tangible advantage in the job market.

Future-proofing Workers with AI Fluency

The skills gap between college courses and the hiring needs of the modern workforce is growing wider. Rapid technological advancements are testing the ability of educational institutions to adapt. While 40% of college faculty are familiar with generative AI, only 14% feel confident using it in their teaching. The discrepancy may leave students without vital experiences that could prove pivotal in their careers. 

The potential consequences extend far beyond new graduates, posing significant risks to seasoned professionals and experienced workers. A Washington State University survey revealed that employees are concerned about their long-term viability in the workplace as AI becomes more prevalent, with 48% fearing they'll be "left behind" without AI skills and 88% of employees aren’t confident their employer will support them in understanding AI. 

And it’s not just employees who worry about falling short; 90% of tech leaders plan to implement AI initiatives this year, but 48% cite a lack of AI-skilled staff as the main challenge, according to Robert Half.

We’re at a critical juncture where we have the opportunity to prioritize proper training and stay ahead of global competitors. Many understand this threat and believe responsible AI education practices are necessary. More than half of Americans think schools should focus on teaching students how to use AI appropriately rather than preventing its use. Failure on the part of institutions to adopt and teach innovative technology could have steep long-term costs, including potential economic stagnation and lost opportunities.

Closing the AI Skills Gap at Every Level

Addressing the AI skills gap isn't just important for new graduates, it’s also critical to those with well-established careers. Many workers completed their education before the technology’s emergence, requiring real-time efforts to develop AI expertise. Unfortunately, offerings such as online courses, company-provided training or self-taught options often fall short because AI technology evolves so rapidly. 

Higher education institutions can help by incorporating AI into courses for non-traditional students. Professionals returning to school for additional training, certifications, or a graduate degree would benefit immensely from learning new AI skills to take back to their workplaces. Similarly, online students are eager to learn and use AI, with upwards of 40% expressing interest in using virtual research assistants, virtual writing assistants, and personalized study coaches.

In addition to responsible AI instruction, higher education institutions should provide hands-on experience with the tools. The "doer effect" — which demonstrates a positive correlation between interactive practice and learning outcomes — indicates that AI proficiency among many students will increase with more direct engagement. Logging significant hands-on time with the technology better equips students to pursue more advanced training and jobs requiring intricate AI tasks. Mastering AI in coursework allows students to develop a level of fluency that will benefit them at every level of the workforce.

The modern learner, defined by adaptable expectations rather than age, is becoming the modern workforce. And those learners are increasingly frustrated with the job market’s growing AI knowledge requirements, which starkly contrast with a persistent lack of practical AI instruction. 

As a result, nearly 60% of graduates believe employers should work more closely with education institutions to help create courses and training programs that better equip students with the skills required to perform a job. Companies willing to explore how higher education institutions are addressing AI skills gaps stand a better chance of acquiring the qualified workforce they expect and need. By collaborating, learning organizations can enhance their AI-integrated curricula and offer more hands-on technology experience to ensure students at every career stage thrive in an AI-driven workforce. 

Technology has certainly changed the world and will continue to do so. However, what has not changed is the way humans learn.

Technology should never be an end in itself; rather, it should be a means to solve specific, identified problems. By focusing on clear and defined needs — such as improving access and engagement in education, closing skills gaps — we ensure that technology serves as a tool to enhance learning and make high-quality education more inclusive.

Michael Hale, PhD, is Chief Learning Officer at VitalSource, who primarily focuses on steering global learning initiatives. Micheal has spent 35 years in the field of education. He has been with the company for 20 years, as a leader dedicated to enhancing learning outcomes and facilitating the development and delivery of accessible learning solutions. Prior to his work with VitalSource, he devoted 15 years to the improvement of K-12 education, having served in various capacities including as a college professor, high school educator, and director of a highly regarded charter school. Michael is also the author of “The Teacher′s Guide to Leading Student-Centered Discussions: Talking About Texts in the Classroom”.