Learning after COVID-19 and the ICT career aspirations: Are students entering the AI era with weaker skills?

A longitudinal study analyzing PISA data from 2018-2022 reveals that students globally show increasing ICT career aspirations despite pandemic-related learning disruptions, with digital skills emerging as the strongest predictor of career readiness for the AI era. The research indicates that educational systems are unevenly preparing students for AI-driven labor markets, suggesting structural gaps in how different countries develop foundational competencies.

The COVID-19 pandemic created widespread concerns about learning loss and reduced educational quality, prompting researchers to investigate whether students possess adequate preparation for careers in an AI-dominated economy. This study moves beyond examining temporary pandemic effects to evaluate the structural capacity of education systems using comprehensive PISA data spanning pre- and post-pandemic periods across multiple countries. The findings present a mixed picture: while ICT career aspirations have increased globally, this growth remains uneven across regions, indicating that not all students benefit equally from emerging opportunities in technology sectors. Digital skills demonstrate the strongest correlation with career aspirations, suggesting that hands-on technical competency matters more than abstract educational factors. Teacher support plays a meaningful but secondary role, while student autonomy shows inconsistent effects depending on local educational contexts. This multidimensional approach reveals that career expectations evolve independently from other domains, meaning students might pursue ICT careers without necessarily developing well-rounded educational foundations. For the AI industry and tech employers, these results suggest a bifurcated talent pipeline: some regions will produce digitally skilled workers while others lag significantly. Educational policymakers face urgent pressure to prioritize digital skill development and strengthen teacher capacity in technology instruction. The disparity in educational readiness across countries could exacerbate global inequality in AI-sector participation, potentially concentrating high-value AI careers in regions with stronger digital infrastructure and teacher training programs.

• →Digital skills are the strongest predictor of ICT career aspirations, outweighing teacher support and student autonomy.
• →Global ICT career aspirations increased between 2018-2022 but growth remains uneven across countries, indicating structural inequalities.
• →Students show rising interest in technology careers despite pandemic learning disruptions, suggesting resilience in career expectations.
• →Educational readiness for AI careers is multidimensional and cannot be assessed through single metrics like learning loss.
• →Teacher support emerges as a critical but underutilized lever for shaping student engagement with AI and ICT sectors.