Sustainable Career Readiness in the GenAI Era: Student Perceptions of Automation, Entry-Level Employment, and Pedagogical Support

Abstract

Generative artificial intelligence (GenAI) is reshaping higher education and early-career work, raising questions about how universities can support pedagogically sustainable career readiness. This study examines undergraduate students’ perceptions of AI, automation, entry-level employment, and perceived preparedness for an AI-augmented labor market. Survey data were collected from 153 undergraduate students. The questionnaire examined awareness of AI and automation, perceived risks to traditional entry-level work, anxiety and perceived preparedness regarding post-graduation employment, skill priorities, and desired institutional support. The findings indicate substantial awareness of AI-related change, with many students expecting routine junior tasks such as data entry, basic research, report generation, customer support, and simple coding-related work to be affected. However, confidence in academic preparation was weaker and more uncertain. Students emphasized human-centered capabilities, including critical thinking, creativity, communication, and problem solving, alongside AI literacy and practical exposure to digital tools. The study identifies an awareness-preparedness gap and argues that higher education institutions should strengthen GenAI-era curriculum design, AI-authentic assessment, experiential learning, career guidance, and ethical AI literacy to support perceived preparedness and sustainable career readiness.