Higher Education (HE) career professionals play a significant role in supporting students to explore their career options and to find meaningful work. This poster presentation describes a D.Ed.study at Trinity College Dublin that explores if and how AI-augmented learning can enhance the employability outcomes of non-traditional pathway students.

The study seeks to identify how and if career educators can leverage the potential of AI in their professional practice to enhance the employability outcomes of both bachelor and post-graduate students.. It seeks to understand how careers educators perceive the benefits and challenges of integrating AI into their professional practice and to understand the perceptions and challenges faced by non-traditional student cohorts in accessing and developing AI-related career skills. Most importantly, it seeks to find if non-traditional pathway students cohorts find AI-augmented careers learning to be beneficial and generate positive outcomes.

The study employs a case study approach in the D. Ed. student’s work place, a HE College of Business. The research questions, design and early research findings are presented, in the context of implications for practice and policy. Early findings include World Cafe outcomes with EMEA business school career educators and AI-based behavioural assessment simulations.