In a groundbreaking development for higher education and workforce readiness, the University of Phoenix has unveiled a pioneering study published in the prestigious journal Industry and Higher Education. Titled “Bridging the AI Skills Gap: A Blueprint for Future-Proofing the Workforce by Including Industry Advisory Councils for Undergraduate Environmental Science Program Course Redesign,” this peer-reviewed research innovatively merges artificial intelligence (AI) competencies with the educational pathways of nontraditional adult learners. The collaborative effort, steered by academic leaders and experts from the University’s College of General Studies and College of Business and Information Technology, marks a decisive step toward integrating AI literacy within environmental science curricula—addressing one of the most pressing challenges in modern education: equipping students with practical, employer-aligned AI skills.
This pioneering study meticulously examined an introductory environmental science course that underwent a comprehensive redesign targeting adult learners who balance education with professional and personal responsibilities. Central to the redesign was the infusion of AI-centric activities tailored to meet specific course objectives and career-relevant competencies. By situating AI tasks within the fabric of the curriculum, educators ensured that students not only grasped foundational environmental science concepts but also developed critical skills essential for navigating the increasingly AI-augmented workplace. The curriculum revision was informed and enhanced by engagement with Industry Advisory Councils—strategically composed panels of seasoned professionals whose insights into evolving workforce demands proved invaluable in calibrating course content to align with real-world expectations.
At the heart of this educational innovation lies a structured methodology known as Elicit, Design, Create, Deploy, and Research (EDCDR). This iterative framework guided the course’s transformation, ensuring systematic identification of key learning gaps, strategic integration of AI-oriented tasks, and continuous evaluation of student outcomes. Importantly, the involvement of industry advisors supplied nuanced perspectives on the dynamic competencies required by environmental science professionals, thus anchoring the course redesign in current and foreseeable industry trends. This synergy between academia and industry exemplifies a forward-thinking approach to curriculum development, positioning students to meet future career challenges with agility and confidence.
The investigation leveraged rigorous data/statistical analysis to assess the impact of embedding AI tasks within course activities. Evaluation criteria drew on graded rubrics, capturing dimensions such as clarity in question framing, the ability to translate technical information across diverse audiences, and demonstrated competence in consulting, training, and presenting—skills paramount to success in contemporary work environments. Moreover, qualitative feedback was systematically harvested through student reflections, dynamic class discussions, and comprehensive end-of-course surveys, providing a rich tapestry of both objective and subjective measures of learning progression.
Findings from this research revealed a significant enhancement in student mastery of AI-related skills alongside traditional environmental science learning goals. After engaging with AI-infused coursework, learners exhibited marked improvements in formulating precise, relevant questions—an essential AI competency that underpins effective problem-solving and analytical reasoning. Additionally, students became adept at communicating complex information to varied stakeholders, reflecting an important career-aligned skill in multidisciplinary and collaborative workplace settings. These advancements underscore the effectiveness of embedding AI not merely as a peripheral competency, but as a foundational element integral to the learning process.
Notably, the study highlighted the necessity of providing structured support mechanisms as course assignments increased in complexity. Insights derived from student feedback prompted a refinement of the most challenging tasks, ensuring that learners navigate progressively sophisticated AI challenges with guided assistance. This strategic scaffolding acknowledges the diverse backgrounds of nontraditional adult learners and their need for gradual acclimation to advanced technologies and conceptual frameworks within a condensed five-week course format.
Dr. Jacquelyn Kelly, associate dean of the College of General Studies and a principal author of the study, articulates the transformative potential of such curricular innovations: “Adult learners deserve learning experiences that honor the realities of their lives and the demands of modern workplaces. Guided by industry advisory councils, this work aligns AI skills with course goals and assessed coursework so students can practice employer-valued forms of reasoning, from problem framing to translating technical ideas for different audiences. At its core, the project supports students in developing transferable ways of thinking that extend from the classroom into professional contexts.” Her remarks underscore a holistic educational philosophy that transcends mere technical proficiency, aiming instead to cultivate adaptable intellectual frameworks that serve graduates throughout evolving career landscapes.
This research transcends isolated course improvement by proposing a scalable blueprint for other programs seeking to infuse AI education meaningfully. The reimagined course infrastructure demonstrates how AI integration can be systematically embedded across academic disciplines, ensuring students across the spectrum possess vital digital literacy and analytical capabilities. The strategic inclusion of Industry Advisory Councils offers a replicable model for aligning academic outputs with labor market exigencies, fostering sustained relevance and impact of higher education offerings.
The implications for future workforce readiness are profound. As AI technologies pervade diverse sectors, equipping graduates with authentic, practice-oriented AI experiences emergently becomes a paramount educational imperative. This study’s insights endorse embedding AI tools directly into coursework—not as abstract add-ons but as essential instruments of learning and career preparation. The assessment via precise and transparent rubrics brings accountability and clarity to skill development, while adaptive support ensures accessibility amidst the inherent challenges of sophisticated technological instruction.
University of Phoenix’s commitment to adult learners is evident not only in their innovative curriculum strategies but also in their institutional ethos—prioritizing flexible schedules, relevant and skills-mapped courses, interactive pedagogy, and lifelong career services. This study exemplifies the university’s strategic drive to empower working adults through education that is responsive, pragmatic, and future-focused. Through concentrated efforts like this environmental science course redesign, the university continues to manifest its vision of bridging educational theory with practical workforce application in an era increasingly shaped by AI advancements.
The published work is accessible through the journal Industry and Higher Education and provides an invaluable resource for educators, curriculum developers, and industry practitioners alike. It offers a detailed account of the interplay between AI skill integration, advisory council collaboration, and measurable student outcomes within a real-world educational setting. As institutions globally grapple with the challenges of modernizing educational frameworks, this pioneering study stands as a beacon showcasing a viable, effective pathway toward cultivating AI competency that aligns tightly with professional expectations.
This academic milestone beckons further exploration and adaptation across disciplines, heralding a new era of education where AI skills are not isolated add-ons but core competencies woven into the fabric of learning. Ultimately, it embodies the vision of education as a dynamic partner to industry—constantly evolving, deeply relevant, and attuned to the transformative technologies redefining the future of work.
Subject of Research: People
Article Title: Bridging the AI skills gap: A blueprint for future-proofing the workforce by including industry advisory councils for undergraduate environmental science program course redesign
News Publication Date: 24-Jan-2026
Web References:
https://doi.org/10.1177/09504222261417843
Keywords: Education, Online Education, Educational Methods
