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Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program

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Gepubliceerd in:Education Sciences vol. 15, no. 3 (2025), p. 324
Hoofdauteur: Johnson, Carla C
Andere auteurs: Sera, Harold, Chestnut, Jessica, Glover, Katherine, Walton, Janet B
Gepubliceerd in:
MDPI AG
Onderwerpen:
Organization for Economic Cooperation & Development
United States > US
Collaboration
Training
Adult learning
Artificial intelligence
Program Design
Professional Training
Learning Activities
Literature Reviews
Experiential Learning
Influence of Technology
Financial Services
Learning Theories
Learning Experience
Cooperative Learning
Manufacturing
Career Development
Adult Basic Education
Evidence
Communities of Practice
Employers
Labor Market
Adults
Program Content
Labor Force Development
Andragogy
Problem Solving
Discovery Processes
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Samenvatting:The purpose of this study was to understand the motivations for and impact of participating in program coursework and related workplace-based learning and provide insights into the emerging field of AI workforce training. This study drew on adult learning theory and the acknowledgement that learning takes place within the context of a complex and uncertain career landscape as described by the chaos theory of careers. A cross-sectional survey research study was conducted to determine participant motivations for attending the AI program as well as the impact of participation in the AI program on individuals in regard to personal benefits and career trajectories. Participants in the AI program were motivated by the opportunity for job growth, whether that was in current or future roles. Personal benefits, such as upskilling, career advancement potential, and growth in confidence were all reported outcomes of participation in the program. Though most respondents in this study indicated holding current roles in computer science areas, a majority were seeking to grow their AI content knowledge and skills in order to assume more responsibilities in this growing area or to move into new roles which emphasize AI specifically.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15030324
Bron:Education Database