Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program
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...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/3/324 |
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| author | Carla C. Johnson Sera Harold Jessica Chestnut Katherine Glover Janet B. Walton |
| author_facet | Carla C. Johnson Sera Harold Jessica Chestnut Katherine Glover Janet B. Walton |
| author_sort | Carla C. Johnson |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-430f3f643c42426fa3fb349b43ca52ed |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-430f3f643c42426fa3fb349b43ca52ed2025-08-20T03:43:11ZengMDPI AGEducation Sciences2227-71022025-03-0115332410.3390/educsci15030324Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship ProgramCarla C. Johnson0Sera Harold1Jessica Chestnut2Katherine Glover3Janet B. Walton4STEM Education Department, College of Education, North Carolina State University, Raleigh, NC 27695, USASTEM Education Department, College of Education, North Carolina State University, Raleigh, NC 27695, USASTEM Education Department, College of Education, North Carolina State University, Raleigh, NC 27695, USASTEM Education Department, College of Education, North Carolina State University, Raleigh, NC 27695, USASTEM Education Department, College of Education, North Carolina State University, Raleigh, NC 27695, USAThe 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.https://www.mdpi.com/2227-7102/15/3/324artificial intelligenceworkforce developmentapprenticeshipdata sciencecareer trajectoriesupskilling |
| spellingShingle | Carla C. Johnson Sera Harold Jessica Chestnut Katherine Glover Janet B. Walton Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program Education Sciences artificial intelligence workforce development apprenticeship data science career trajectories upskilling |
| title | Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program |
| title_full | Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program |
| title_fullStr | Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program |
| title_full_unstemmed | Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program |
| title_short | Addressing the Artificial Intelligence (AI) Talent Gap: Outcomes of the First U.S. Nationally-Registered AI Apprenticeship Program |
| title_sort | addressing the artificial intelligence ai talent gap outcomes of the first u s nationally registered ai apprenticeship program |
| topic | artificial intelligence workforce development apprenticeship data science career trajectories upskilling |
| url | https://www.mdpi.com/2227-7102/15/3/324 |
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