Budapest | Hong Kong | London | New York | Perth | Singapore
Faculty Meeting Recap
On July 22nd, GEC Academy successfully hosted two thought-provoking onsite faculty meetings in Beijing and Shanghai simultaneously, as part of our 2025 iHUB Summer Research Program. The sessions centered on the theme “Equipping Graduates for AI-Transformed Careers: Employment Trends and Student Development”. We are very glad to have welcomed fourteen GEC teaching faculty members from leading universities worldwide, representing fields as diverse as computer science, education, communication, chemistry, mathematics, and finance and accounting, to explore how artificial intelligence is reshaping the future of employment and graduate education.
The Beijing session was moderated by Ms. Hui Xu, Co-founder and Director of the Academic Committee of GEC Academy, while Ms. Wendy Wang, Co-founder of GEC and Secretary General of ASI Global, led the Shanghai session. Both meetings fostered insightful dialogue on one of the most urgent challenges of our time: how to thrive in a rapidly evolving job market shaped by AI.
Faculty meetings in Beijing (Left) and Shanghai (Right)
AI’s Impact on Employment Trends and Skill Demands
The panels began by examining how AI is expected to transform the graduate job market over the next five years. Specifically, professors predicted that AI might continue to automate routine tasks across sectors such as law, accounting, and translation, alongside the rise of new roles in AI ethics, policy, operations, and human-centered design. It is very likely that employers will increasingly prioritize graduates who can work effectively with AI tools, apply data analysis, and adapt technology to their professional domains.
While facing such employment trends, several professors also expressed concerns that automation might reduce early-career learning opportunities, raising questions about how future professionals will develop deep expertise. Regarding future skill demands, they emphasized that adaptability, critical thinking, and the ability to ask the right questions will remain essential across disciplines.
Discipline-Specific Impacts and Curriculum Adjustments
The discussion then shifted to how AI’s impact differs across academic disciplines and how educational programs must evolve in response. In computer science, for example, the automation of basic coding is prompting curriculum shifts toward system design, algorithmic thinking, and innovation. In engineering and hardware-related fields, the growing integration of AI-driven tools and smart manufacturing is increasing demand for professionals able to bridge software, hardware, and user experience, which leads some university programs to embed interdisciplinary design projects and AI applications into their core courses. Meanwhile, in chemistry, while AI integration progresses more slowly than in other fields, curricula are already proactively evaluating the benefits and potential risks of AI in undergraduate education to provide a starting point for future reforms.
Preparing Students Through Transferable Skills and Career Guidance
The final topic centered on how educators and institutions can help students build transferable skills and prepare for AI-related career paths. While technical expertise is important, professors emphasized that the core mission of higher education remains cultivating critical thinking and problem-solving skills, which they viewed as the most valuable transferable abilities. To support this, universities were encouraged to adopt problem-based curricula and create opportunities for hands-on experimentation with AI tools.
In terms of career guidance, faculty suggested that students focus on developing communication, ethical reasoning, and effective collaboration skills. Additionally, understanding how AI works, recognizing its limitations, and applying it strategically within one’s domain are all essential for staying competitive in a rapidly changing job market.
A glimpse into the faculty meetings
Student Engagement: Voices from the Q&A
Following these thematic discussions, both sessions concluded with lively Q&A sessions. Questions touched on topics such as whether using AI tools for schoolwork should be banned or encouraged, and whether AI will replace jobs. Professors responded that banning AI use is ineffective and framed it as a useful tool when used responsibly. They also stressed the need to adapt assessments to preserve critical thinking. On the question of job replacement, speakers acknowledged that AI will indeed transform the job market, but reassured students that it is also expected to create new opportunities—particularly for those who combine domain expertise with AI literacy, critical thinking, strong communication skills, adaptability, and a commitment to lifelong learning.
Insightful Q&A sessions
Beyond this summer’s events, several of our previous onsite faculty meetings have also centered on AI-related themes, including Generative AI and Educational Regulation, AI Empowering Education, and The Impact of ChatGPT on Education. AI’s potential to empower education has long been a focal point of GEC’s efforts, not only as a way to equip students with the skills to thrive in a rapidly evolving world, but also as a catalyst for rethinking pedagogy, curriculum design, and educational equity. Through these in-depth conversations, we aim to provide students with forward-looking perspectives on AI while exploring how education can evolve to leverage AI to create richer learning experiences, foster interdisciplinary collaboration, and equip students to become innovators in an AI-empowered world.
