AI, Jobs, and the Skills Students Will Need in the Future

Artificial intelligence is becoming more common in school, work, and everyday life. After reading Pew Research Center’s article “Globally, More People Expect AI to Cause Job Loss Than Growth,” one question stayed with me: If AI changes the kinds of jobs available in the future, what should schools be preparing students to do now?

Pew surveyed people across 37 countries and found that, in 34 of them, people were generally more likely to believe AI would lead to fewer jobs rather than more jobs. In countries such as the United States, Australia, and South Korea, around seven-in-ten adults or more expected AI to cause job losses over the next 20 years. Pew Research Center

What surprised me most was that younger adults are also becoming increasingly concerned. In the United States, the percentage of adults ages 18 to 34 who said they were more concerned than excited about AI increased from 40% in 2024 to 55% in 2026. Young people are usually thought of as being comfortable with new technology, so their growing concern suggests that knowing how to use AI does not necessarily mean feeling confident about its effects.

This connects strongly to education. Schools have traditionally prepared students for careers by teaching subject knowledge and practical skills. But if AI can complete more routine writing, calculations, data analysis, and other tasks, students may need something more than simply memorizing information or following procedures.

This is where I see a connection to disciplinary literacy. In mathematics, for example, being literate does not just mean knowing formulas. Students also need to understand what a problem is asking, decide which information matters, explain their reasoning, recognize when an answer does not make sense, and communicate their conclusions clearly. An AI system may be able to produce an answer quickly, but students still need enough understanding to determine whether that answer is reasonable.

The same is true in other subjects. In history, students need to evaluate sources and perspectives. In science, they need to understand evidence and methods. In English, they need to interpret meaning and communicate ideas. These abilities may become even more valuable when AI can generate information almost instantly.

The Pew study also found that people are more likely to believe AI will increase rather than decrease the gap between rich and poor. In countries including the U.S., Canada, Australia and South Korea, around four-in-ten adults or more believed AI would increase inequality. Pew Research Center This makes me wonder whether access to AI and education about AI could create another form of inequality. Some students may learn how to use these tools critically and responsibly, while others may only learn to depend on them.

Because of this, I do not think schools should simply ban AI or completely accept it without questions. Teachers may need to help students understand both its possibilities and its limitations. Students should learn how to use AI as a tool while still developing their own ability to reason, question, create, and communicate.

For me, the important question is not only “Will AI take jobs?” It is also:

What kinds of knowledge and literacy will students need in order to remain active thinkers rather than simply users of technology?

Maybe one of the most important responsibilities of education will be helping students learn not just how to work with AI, but also how to recognize when human judgment, creativity, experience, and critical thinking still matter.

My question is:

Do you think schools should change what they teach because of AI? If so, what skills should receive more attention?