The head of the International Monetary Fund, Kristalina Georgieva, has warned^[1] young people will suffer the most as an AI “tsunami” wipes out many entry-level roles in coming years.

Tasks that are eliminated are usually what entry-level jobs do at present, so young people searching for jobs find it harder to get to a good placement.

Georgieva is not alone. Other economic and business experts^[2] have warned^[3] about AI taking entry-level jobs.

As young people prepare to start or continue their university studies, they may be feeling anxious about what AI means for their job prospects. What does the current research say? And how can you prepare for a post-AI workforce while studying?

The situation around the world

At the moment, the impact of AI is uneven and depends on the industry.

A 2025 report from US think tank the Brookings Institution^[4] suggests, in general, AI adoption has led to employment and firm growth. Most importantly, AI has not led to widespread job loss.

At the same time, consulting firm McKinsey^[5] notes many businesses are experimenting with AI and redesigning how they work. So, some organisations are seeking more technically skilled employees.

Crucially, AI is affecting each industry differently. So, we might see fewer entry-level jobs in some industries, but more in others, or growth in specialist roles.

For example, international researchers^[6] have noted agriculture has been a slow adopter of AI. By contrast, colleagues and I^[7] have found AI is being rapidly implemented in media and communications, already affecting jobs from advertising to the entertainment industries. Here we are seeing storyboard illustrators, copywriters and virtual effects artists (among others) increasingly being replaced by AI.

So, students need to look carefully at the specific data about their chosen industry (or industries) to understand the current situation and predicted trends.

To do this, you can look at academic research^[8] about AI’s impacts on industries around the world, as well as industry news portals and free industry newsletters.

Get ready while studying

Students can also obviously build their knowledge and skills about AI while they are studying.

Specifically, students should look to move from “AI literacy” to “AI fluency”. This means understanding not just how AI works in an industry, but also how it can be used innovatively in different contexts.

If these elements are not already offered by your course, you can look at online guides^[9] and specific courses offered by universities, TAFE or other providers.

Students who are already familiar with AI can keep expanding their knowledge and skills. These students can discover the latest research from the world’s key publishers^[10] and keep up to date with other AI research news^[11].

For students who aren’t really interested in AI, it’s still important to start getting to grips with the technology. In my research^[12], I’ve suggested getting curious initially about three key things: opportunities, concerns and questions. These three elements can be especially helpful for getting across industry developments: how AI is being used, what issues it’s raising, and which impacts still need to be explored.

Free (online) courses, such as AI For Everyone^[13] and the Elements of AI^[14], can help familiarise virtually anyone with the technology.

Strengthening other skills

All students, no matter how familiar they are with AI, can also concentrate on developing general competencies that can apply across any industry. US researchers^[15] have pinpointed six key “durable skills” for the AI age:

• effective communication, to engage with others successfully

• good adaptability, to respond to workplace, industry and broader social changes

• strong emotional intelligence, to help everyone thrive in a workplace

• high-quality creativity, to work with AI in innovative ways

• sound leadership, to help navigate the challenges that AI creates

• robust critical thinking, to deal with AI-related problems.

So, look for opportunities to foster these skills in and out of class. This could include engaging in teamwork, joining a club or society, doing voluntary work, or getting paid work experience.

Don’t forget ethics

Finally, students need to consider the ethical issues this new technology creates. Research suggests^[16] AI is bringing about changes in ethics across industries and students need to know how to approach AI dilemmas.

For example, they need to feel confident tackling questions about when to use and not use AI, and whether the technology’s environmental impacts outweigh its benefits in different situations.

Students can do this^[17] through focused discussions with classmates, facilitated by teachers to tease out the issues. They can also do dedicated courses on AI ethics.

References

1. ^{^} has warned (www.theguardian.com)
2. ^{^} experts (hbsp.harvard.edu)
3. ^{^} warned (www.weforum.org)
4. ^{^} Brookings Institution (www.brookings.edu)
5. ^{^} McKinsey (www.mckinsey.com)
6. ^{^} international researchers (doi.org)
7. ^{^} colleagues and I (doi.org)
8. ^{^} academic research (doi.org)
9. ^{^} online guides (www.ajjuliani.com)
10. ^{^} world’s key publishers (ooir.org)
11. ^{^} other AI research news (www.sciencedaily.com)
12. ^{^} my research (dx.doi.org)
13. ^{^} AI For Everyone (www.coursera.org)
14. ^{^} the Elements of AI (www.elementsofai.com)
15. ^{^} US researchers (www.anserpress.org)
16. ^{^} suggests (doi.org)
17. ^{^} can do this (doi.org)