Educating the next generation of corporate leaders

Future-Proofing Education: Adapting to the AI-Driven Workforce

The panel discussed how technological disruptions are reshaping the world of work, demanding a fundamental shift in required skills. By 2025, the World Economic Forum projects 85 million jobs will be displaced, yet 100 million new roles will emerge, underscoring a dynamic transformation in global employment.

These new jobs necessitate human-centric skills like creativity, adaptability, and critical thinking, which artificial intelligence cannot replicate. However, traditional education often emphasizes rote learning and standardized tests, failing to cultivate these essential soft skills vital for navigating future challenges.

Iryna Volnytska, President of SET University, highlighted IBM’s 2019 data indicating that professional skills now have a lifespan of five years or less, meaning half of current corporate skills will soon be obsolete. This urgent reality demands a redesign of educational systems towards project-based learning, ethics, collaboration, and communication, fostering continuous lifelong learning.

Ben Nelson, Founder & CEO of Minerva University, introduced the “10x professional” concept, where AI empowers individuals to achieve extraordinary productivity across various fields. He warned that the true challenge is not AI replacing jobs, but individuals proficient in AI replacing those who lack these advanced capabilities, leading to significant societal shifts.

Rhonda Shrader, Executive Director of Berkeley-Haas Entrepreneurship Programme, emphasized the enduring importance of fundamental human interaction skills. She stressed that despite technological advancements, the ability to relate, ask pertinent questions, and engage effectively with others remains crucial for success.

Drawing from her entrepreneurial experience, Ms. Shrader noted the inadequacy of rigid business plans. She advocated for a lean startup methodology focused on deep customer understanding, asserting that successful innovation stems from addressing genuine market needs rather than solely technology-driven solutions.

Mr. Nelson further explained that teaching systematic thinking enables learners to adapt to unpredictable career paths. He cited Minerva University’s impressive success in producing founders, significantly surpassing traditional institutions like Stanford, by prioritizing practical application and problem-solving over conventional academic metrics.

Challenging educational norms, Mr. Nelson argued for an integrated, “programmable” system where every lesson connects, and learning is measured multi-dimensionally and contextually. This approach moves beyond disconnected courses, recognizing that while information absorption changes, reasoning capacity develops later in life.

Ms. Volnytska detailed SET University’s innovative model, which encourages learning through failure and practical projects, such as launching startups instead of writing theses. This approach actively bridges the gap between academia and industry through direct business collaboration and real-world mentorship, preparing students for immediate impact.

In their “start and stop” recommendations, Ms. Volnytska urged abandoning outdated skills and embracing lifelong learning, adaptability, and preparing for an unpredictable future. Mr. Nelson advised against valuing credentials over actual capabilities, advocating for hiring and investment practices that recognize individual potential.

Finally, Ms. Shrader recommended that when developing entrepreneurship ecosystems, the primary focus should shift from investors to establishing a strong educational foundation. This collective advice underscores a critical need for educational reform to meet the demands of a rapidly evolving, AI-driven global workforce.