{"id":282,"date":"2021-07-29T08:51:34","date_gmt":"2021-07-29T06:51:34","guid":{"rendered":"https:\/\/audencia.ae2agence.ovh\/?page_id=282"},"modified":"2025-01-20T10:28:08","modified_gmt":"2025-01-20T09:28:08","slug":"actualites","status":"publish","type":"page","link":"https:\/\/learning-teaching.audencia.com\/en\/actualites\/","title":{"rendered":"Actualit\u00e9s"},"content":{"rendered":"<div id='av_section_1'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-0  el_before_av_section  avia-builder-el-first  section-top-head header-article  container_wrap fullsize' style='background-color: #fff8f1;  '  ><div class='container' ><main  role=\"main\" itemprop=\"mainContentOfPage\"  class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-282'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-1  el_before_av_textblock  avia-builder-el-first  top-header \" style='border-radius:0px; '><br \/>\n<section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock retour-button '   itemprop=\"text\" ><div class=\"img-return\"><a href=\"https:\/\/learning-teaching.audencia.com\/\"><img decoding=\"async\" src=\"\/themes\/enfold\/images\/return-header-logo.svg\" \/><\/a><\/div>\n<div class=\"txt-return\"><a href=\"https:\/\/learning-teaching.audencia.com\/\">Retour au menu<br \/>\nprincipal<\/a><\/div>\n<\/div><\/section><\/p><\/div><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock sup-title '   itemprop=\"text\" ><p>RESTEZ INFORM\u00c9S !<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock title-h '   itemprop=\"text\" ><h1>ACTUALIT\u00c9S<\/h1>\n<\/div><\/section>\n<\/div><\/div><\/main><!-- close content main element --><\/div><\/div><div id='av_section_2'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-6  el_after_av_section  avia-builder-el-last  section-contenu-article page-actu  container_wrap fullsize' style='background-color: #fff8f1;  '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-282'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-7  avia-builder-el-no-sibling  conteneur-article-texte \" style='border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock retour-button '   itemprop=\"text\" ><ul class=\"su-feed\"><li><a href=\"https:\/\/digimind-evolution.com\/\" target=\"_self\" title=\"&lt;br \/&gt;&lt;p style=&quot;margin:0&quot;&gt;Creativity is increasingly recognised as an essential competency in education, both for learners and educators. However, despite institutional injunctions to foster pedagogical innovation, its integration into teacher training remains marginal and lacks a structured framework. Through the compilation and analysis of the author&#039;s research, this thesis aims to explore the role of creativity in transforming educational practices by examining its theoretical, methodological, and practical dimensions within teacher training programs. It seeks to address a dual problem. On the one hand, creativity in education remains largely underexploited and is often reduced to its artistic or intuitive dimensions, without being conceptualised as a learning competency for students and a professional skill for teachers. On the other hand, existing training programs do not provide a structured framework for teaching creativity as both an object of instruction and a pedagogical tool. To address these gaps, this thesis proposes an innovative conceptualisation of creativity in education through two central notions: didactic creativity and the didactics of creativity.To investigate these concepts, this research adopts an interdisciplinary approach, drawing from educational sciences, creativity psychology, and pedagogical innovation. It is based on a corpus of scientific articles published at different stages of the author&#039;s research trajectory, illustrating the evolution of theoretical reflection and the diversity of conceptual frameworks employed. The methodological approach primarily relies on research-intervention and design-based research, which enable the analysis of the effects of innovative pedagogical interventions within teacher education settings. The findings suggest that integrating creativity into teacher training could constitute a powerful lever for pedagogical transformation. Teachers who develop didactic creativity would be better equipped to adapt their practices to contemporary educational challenges, particularly by enhancing student engagement, fostering differentiated instruction, and co-constructing knowledge. However, the thesis also highlights the institutional and cultural barriers that hinder the adoption of these innovative practices, notably the rigidity of curricula, the absence of structured training in creativity, and professional resistance to pedagogical approaches perceived as unconventional. One of the major contributions of this research is the structuring of a theoretical and methodological framework that allows for a systemic approach to creativity in education. By shedding light on the interrelationship between creativity, teacher professionalisation, and pedagogical innovation, this thesis proposes concrete pathways to embed creativity within both initial and continuing teacher education programs. Finally, this thesis opens up new research and action perspectives for scaling up innovative educational models. It calls for a rethinking of teacher education by promoting an agile, adaptive, and reflective approach, in which creativity is not only encouraged but systematically taught and operationalised. It also emphasises the need for educational policy evolution, ensuring that creativity becomes a structuring axis in teacher training and professional development.&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;&lt;\/p&gt;&lt;br \/&gt;&lt;p style=&quot;margin:0&quot;&gt;La cr\u00e9ativit\u00e9 est aujourd&#039;hui reconnue comme une comp\u00e9tence essentielle dans l&#039;\u00e9ducation, tant pour les apprenants que pour les enseignants. Pourtant, malgr\u00e9 les injonctions institutionnelles \u00e0 l&#039;innovation p\u00e9dagogique, son int\u00e9gration dans la formation des enseignants reste marginale et peu structur\u00e9e. Cette th\u00e8se, par la compilation et l&#039;analyse des travaux de l&#039;auteure, vise \u00e0 interroger le r\u00f4le de la cr\u00e9ativit\u00e9 dans la transformation des pratiques \u00e9ducatives, en explorant ses dimensions th\u00e9oriques, m\u00e9thodologiques et pratiques au sein des dispositifs de formation des enseignants, pour r\u00e9pondre \u00e0 une double probl\u00e9matique. D&#039;une part, la cr\u00e9ativit\u00e9 en \u00e9ducation est encore largement sous-exploit\u00e9e et souvent r\u00e9duite \u00e0 ses aspects artistiques ou intuitifs, sans \u00eatre conceptualis\u00e9e comme une comp\u00e9tence d&#039;apprentissage pour les \u00e9l\u00e8ves et professionnalisante pour les enseignants. D&#039;autre part, les formations existantes ne disposent pas d&#039;un cadre structurant pour former \u00e0 la cr\u00e9ativit\u00e9 en tant qu&#039;objet de formation et en tant qu&#039;outil p\u00e9dagogique. En r\u00e9ponse \u00e0 ces lacunes, cette th\u00e8se propose une conceptualisation innovante de la cr\u00e9ativit\u00e9 en \u00e9ducation \u00e0 travers deux notions centrales : la cr\u00e9ativit\u00e9 didactique et la didactique de la cr\u00e9ativit\u00e9. Afin d&#039;\u00e9tudier ces concepts, cette th\u00e8se mobilise une approche interdisciplinaire, croisant les sciences de l&#039;\u00e9ducation, la psychologie de la cr\u00e9ativit\u00e9 et l&#039;innovation p\u00e9dagogique. Elle s&#039;appuie sur un corpus d&#039;articles scientifiques publi\u00e9s \u00e0 diff\u00e9rentes \u00e9tapes du parcours de recherche de l&#039;auteure, illustrant l&#039;\u00e9volution de la r\u00e9flexion et la diversit\u00e9 des cadres th\u00e9oriques mobilis\u00e9s. La m\u00e9thodologie adopt\u00e9e repose principalement sur la recherche-intervention et le design-based research, qui permettent d&#039;analyser les effets des dispositifs p\u00e9dagogiques exp\u00e9riment\u00e9s en formation des enseignants. Les r\u00e9sultats sugg\u00e8rent que l&#039;int\u00e9gration de la cr\u00e9ativit\u00e9 dans la formation des enseignants pourrait constituer un levier puissant de transformation p\u00e9dagogique. Les enseignants qui d\u00e9veloppent leur cr\u00e9ativit\u00e9 didactique seraient mieux \u00e0 m\u00eame d&#039;adapter leurs pratiques aux d\u00e9fis contemporains de l&#039;\u00e9ducation, notamment en favorisant l&#039;engagement des \u00e9l\u00e8ves, la diff\u00e9renciation p\u00e9dagogique et la co-construction des savoirs. Toutefois, la th\u00e8se souligne \u00e9galement les freins institutionnels et culturels \u00e0 l&#039;adoption de ces pratiques innovantes, notamment la rigidit\u00e9 des curricula, l&#039;absence de formation structur\u00e9e \u00e0 la cr\u00e9ativit\u00e9 et les r\u00e9sistances professionnelles face \u00e0 des approches p\u00e9dagogiques per\u00e7ues comme non conventionnelles. L&#039;un des apports majeurs de cette recherche r\u00e9side dans la structuration d&#039;un cadre th\u00e9orique et m\u00e9thodologique permettant de penser la cr\u00e9ativit\u00e9 en \u00e9ducation de mani\u00e8re syst\u00e9mique. En mettant en lumi\u00e8re l&#039;articulation entre cr\u00e9ativit\u00e9, professionnalisation des enseignants et innovation p\u00e9dagogique, cette th\u00e8se propose des pistes concr\u00e8tes pour int\u00e9grer la cr\u00e9ativit\u00e9 dans les dispositifs de formation initiale et continue. Enfin, cette th\u00e8se ouvre des perspectives de recherche et d&#039;action pour une g\u00e9n\u00e9ralisation des enjeux et mod\u00e8les li\u00e9s aux dispositifs innovants \u00e9tudi\u00e9s. Elle invite \u00e0 repenser la formation des enseignants en valorisant une approche agile, adaptative et r\u00e9flexive, dans laquelle la cr\u00e9ativit\u00e9 est non seulement encourag\u00e9e mais didactis\u00e9e. Elle souligne \u00e9galement la n\u00e9cessit\u00e9 d&#039;une \u00e9volution des politiques \u00e9ducatives, afin que la cr\u00e9ativit\u00e9 devienne un axe structurant de la formation et de l&#039;accompagnement des enseignants.&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;&lt;\/p&gt;\" rel=\"noopener\">Terzidis, A. (2025). La cr\u00e9ativit\u00e9 comme levier de transformations \u00e9ducatives : Cr\u00e9ativit\u00e9 didactique et didactique de la cr\u00e9ativit\u00e9 au service de l&#039;innovation p\u00e9dagogique [th\u00e8se de doctorat in\u00e9dite]. Universit\u00e9 C\u00f4te d&#039;Azur.<\/a><\/li><li><a href=\"https:\/\/leveilleur.revue.usherbrooke.ca\/un-nouvel-outil-pour-garantir-la-qualite-de-la-formation-a-distance-asynchrone\/\" target=\"_self\" title=\"&lt;p&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.digimind-evolution.com\/bh2\/projectpublic\/imgopenform.asp?filename=12628_1767697218709.jpeg&quot;&gt;\n&lt;img src=&quot;https:\/\/www.digimind-evolution.com\/AttachClients\/AttachBH2\/DIGIMINDimages\/12628_1767697218709_preview.jpeg&quot; border=&quot;0&quot; alt=&quot;&quot; \/&gt;\n&lt;\/a&gt;\nDeux professionnelles en p\u00e9dagogie universitaire, Christelle Charlebois de l\u2019UQAM et Christine Simard de l\u2019Universit\u00e9 T\u00c9LUQ, viennent de publier une &lt;a href=&quot;https:\/\/www.ritpu.ca\/ritpu\/files\/numeros\/126\/ritpu-v22n3-04.pdf&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;ressource majeure&lt;\/a&gt; pour les acteurs de la formation \u00e0 distance. Leur r\u00e9flexion p\u00e9dagogique, fruit d\u2019une quinzaine d\u2019ann\u00e9es d\u2019exp\u00e9rience, aboutit \u00e0 une synth\u00e8se de pr\u00e8s de 200 crit\u00e8res de qualit\u00e9 sp\u00e9cifiques \u00e0 l\u2019enseignement asynchrone en ligne.&lt;\/p&gt;&lt;p&gt;Une r\u00e9ponse aux d\u00e9fis de la pand\u00e9mie&lt;\/p&gt;&lt;p&gt;La COVID-19 a forc\u00e9 une transition massive vers l\u2019apprentissage en ligne, souvent improvis\u00e9e. Les autrices constatent que cette croissance rapide s\u2019est accompagn\u00e9e d\u2019une priorisation des investissements technologiques au d\u00e9triment d\u2019autres dimensions essentielles, comme l\u2019ergonomie, la p\u00e9dagogie et la qualit\u00e9 linguistique. De plus, la FAD asynchrone pr\u00e9sente des taux d\u2019abandon plus \u00e9lev\u00e9s que l\u2019enseignement traditionnel, rendant crucial ce questionnement sur la qualit\u00e9.&lt;\/p&gt;&lt;p&gt;Une m\u00e9thodologie rigoureuse&lt;\/p&gt;&lt;p&gt;Les chercheuses ont analys\u00e9 17 ressources internationales provenant du Canada, des \u00c9tats-Unis, d\u2019Europe et d\u2019Australie, compilant plus de 900 crit\u00e8res initiaux. Apr\u00e8s fusion et classement, elles ont valid\u00e9 leur synth\u00e8se aupr\u00e8s d\u2019une \u00e9quipe multidisciplinaire de 41 sp\u00e9cialistes : designers p\u00e9dagogiques, experts en communication, en design Web, en production audiovisuelle et en informatique.&lt;\/p&gt;&lt;p&gt;La synth\u00e8se finale organise les crit\u00e8res en neuf cat\u00e9gories th\u00e9matiques : pr\u00e9sentation du cours, contenu disciplinaire, conception p\u00e9dagogique, qualit\u00e9 de la langue, design Web, choix technologiques, entretien du syst\u00e8me, \u00e9valuation de la formation et encadrement.&lt;\/p&gt;&lt;p&gt;Points forts ind\u00e9niables&lt;\/p&gt;&lt;p&gt;L\u2019outil se distingue par son exhaustivit\u00e9 et sa validation par des expertises crois\u00e9es, refl\u00e9tant la complexit\u00e9 r\u00e9elle de la FAD asynchrone. Il int\u00e8gre des consid\u00e9rations modernes comme l\u2019intelligence artificielle g\u00e9n\u00e9rative et accorde une attention particuli\u00e8re aux contenus multim\u00e9dias, essentiels dans ce mode d\u2019enseignement.&lt;\/p&gt;&lt;p&gt;Limites \u00e0 consid\u00e9rer&lt;\/p&gt;&lt;p&gt;La multiplicit\u00e9 des crit\u00e8res (pr\u00e8s de 200) peut toutefois intimider les praticiens et compliquer l\u2019application concr\u00e8te. Les autrices reconnaissent aussi que leur r\u00e9flexion se concentre uniquement sur les composantes internes d\u2019un cours, excluant des dimensions institutionnelles pourtant importantes, comme les services aux \u00e9tudiantes et \u00e9tudiants, les comp\u00e9tences enseignantes ou les mod\u00e8les de financement.&lt;\/p&gt;&lt;p&gt;Cette synth\u00e8se constitue n\u00e9anmoins une base th\u00e9orique pr\u00e9cieuse pour tous ceux et celles qui s\u2019int\u00e9ressent \u00e0 l\u2019am\u00e9lioration continue de la formation universitaire en ligne.&lt;\/p&gt;&lt;p&gt;R\u00e9f\u00e9rence:&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;Charlebois, C. et Simard, C. (2025). &lt;a href=&quot;https:\/\/www.ritpu.ca\/ritpu\/files\/numeros\/126\/ritpu-v22n3-04.pdf&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;Quelles pratiques adopter pour soutenir la qualit\u00e9 de la formation asynchrone en enseignement sup\u00e9rieur? Une r\u00e9flexion p\u00e9dagogique menant \u00e0 une synth\u00e8se de crit\u00e8res de qualit\u00e9&lt;\/a&gt;&lt;\/p&gt;\" rel=\"noopener\">Un nouvel outil pour garantir la qualit\u00e9 de la formation \u00e0 distance asynchrone<\/a><\/li><li><a href=\"https:\/\/hbsp.harvard.edu\/inspiring-minds\/ai-impact-entry-level-jobs\" target=\"_self\" title=\"&lt;p&gt;I is reshaping &lt;a href=&quot;https:\/\/www.mckinsey.com\/capabilities\/mckinsey-digital\/our-insights\/the-economic-potential-of-generative-ai-the-next-productivity-frontier&quot; rel=&quot;nofollow&quot;&gt;how we work&lt;\/a&gt;. If you happen to be a senior professional with sufficient reputational capital and status and a deep social network, you may be &lt;a href=&quot;https:\/\/time.com\/7312205\/ai-jobs-stanford\/&quot; rel=&quot;nofollow&quot;&gt;relatively safe from being displaced by AI&lt;\/a&gt;\u2014at least for now.&lt;\/p&gt;&lt;p&gt;However, there is mounting &lt;a href=&quot;https:\/\/fortune.com\/2025\/08\/04\/ai-is-coming-for-entry-level-jobs-bill-gates-says-gen-z-may-not-be-safe-no-matter-how-well-they-learn-to-use-it\/&quot; rel=&quot;nofollow&quot;&gt;evidence&lt;\/a&gt; that the same is not true of &lt;a href=&quot;https:\/\/www.axios.com\/2025\/09\/10\/jobs-young-adults-labor-market&quot; rel=&quot;nofollow&quot;&gt;entry-level jobs&lt;\/a&gt;. A &lt;a href=&quot;https:\/\/digitaleconomy.stanford.edu\/wp-content\/uploads\/2025\/08\/Canaries_BrynjolfssonChandarChen.pdf&quot; rel=&quot;nofollow&quot;&gt;Stanford study&lt;\/a&gt; found that US employment for early-career employees in the most AI-exposed fields, such as software development and customer service, has fallen substantially in recent years. Research at the &lt;a href=&quot;https:\/\/www.weforum.org\/stories\/2025\/04\/ai-jobs-international-workers-day\/?utm_source&#061;chatgpt.com&quot; rel=&quot;nofollow&quot;&gt;World Economic Forum&lt;\/a&gt; suggests that 50\u201360 percent of typical junior tasks (report drafting, research synthesis, coding fixes, scheduling, data cleaning) can already be executed by AI.&lt;\/p&gt;Why entry-level jobs need a redesign&lt;p&gt;We believe slashing entry-level jobs simply to cut costs is dangerously short-sighted\u2014both for companies and society. There is a strong case to be made that organizations must resist the temptation to eliminate them en masse; instead, they should redesign them. There are at least four compelling reasons to do so:&lt;\/p&gt;1. To build future mid-level professionals and leaders&lt;p&gt;Every capable manager and professional starts somewhere. The best leaders and the most impressive experts acquire the skills and perspectives they need to lead and solve important problems by learning the trade from the ground up. In any profession (or activity), over time, people shift from being consciously incompetent to competent, and ultimately to becoming unconsciously competent in a set of valued skills. At this point, they are better able to see the larger picture that supports making high-stakes decisions effectively. Stripping out entry-level jobs severs this pipeline.&lt;\/p&gt;&lt;p&gt;\u201cEntry-level jobs\u2014by providing safe spaces to try, fail, and try again, where the stakes are lower than at the top\u2014are vital for building adaptive and confident professionals.\u201d&lt;\/p&gt;&lt;p&gt;Imagine recruiting managers who have never worked at the front lines, never handled customer complaints, never written up notes from consequential meetings, never grappled with the minutiae of operational work. Leadership would become abstract, detached, and dangerously naive. Recall, if you will, the eureka moments in your own career, when the recurrence of similar patterns allowed you to glimpse an important cause-effect relationship\u2014perhaps cementing an insight that made you more effective in your work or profession.&lt;\/p&gt;&lt;p&gt;Simply put, most of today\u2019s entry-level jobs accomplish two essential functions: They get tasks done, and they develop the people doing the tasks into more capable members of the organization\u2014and society.&lt;\/p&gt;2. To fuel innovation from the ground up&lt;p&gt;Innovation often bubbles up from those closest to the work. Junior employees, unencumbered by legacy thinking, are uniquely well positioned to spot inefficiencies and suggest creative fixes. In technology, this is called \u201c&lt;a href=&quot;https:\/\/www.splunk.com\/en_us\/blog\/learn\/dogfooding.html#:~:text&#061;Dogfooding%20means%20using%20your%20own,quality%20testing%20in%20technology%20companies.&quot; rel=&quot;nofollow&quot;&gt;dogfooding&lt;\/a&gt;\u201d\u2014as in, eating your own dog food. &lt;a href=&quot;https:\/\/www.geekwire.com\/2025\/eat-your-own-dog-food-how-microsoft-popularized-one-of-the-yuckiest-terms-in-tech-history\/#:~:text&#061;Engineering%20leader%20Brian%20Valentine%20embraced,internal%20testing%20and%20product%20confidence.&quot; rel=&quot;nofollow&quot;&gt;Microsoft famously tested&lt;\/a&gt; early versions of Word and Excel internally, using staff feedback to shape the products before public release.&lt;\/p&gt;&lt;p&gt;Entry-level workers generate similar value by stress-testing processes and discovering what is broken. Unlike AI, which delivers consistent outputs, humans introduce variability, which is sometimes messy but often the source of new ideas, improvement suggestions, and occasional breakthroughs. If your approach to innovation is to outsource ideation to the same machine or tool everybody can use to produce a very similar or even identical outcome, don\u2019t expect to produce a competitive advantage.&lt;\/p&gt;3. To enrich the organization\u2019s culture&lt;p&gt;Today\u2019s workforce is more intergenerational than ever, with up to five generations working side by side. This diversity of age and perspective enriches workplace culture and sparks creativity.&lt;\/p&gt;&lt;p&gt;\u201cIf we remove the stretch and discomfort of early jobs, we rob future leaders of formative growth that helps them tolerate the stretch and discomfort of leadership roles.\u201d&lt;\/p&gt;&lt;p&gt;Removing young people drains organizations of fresh energy and narrows the range of viewpoints. It risks producing sterile, homogeneous cultures where established employees talk mostly to each other and the cycle of renewal breaks down.&lt;\/p&gt;4. To protect society&lt;p&gt;Work is more than income; it provides purpose, structure, and belonging. Without entry-level roles, millions of young people risk drifting into idleness. &lt;a href=&quot;https:\/\/www.ebsco.com\/research-starters\/history\/analysis-our-jobless-youth-warning&quot; rel=&quot;nofollow&quot;&gt;We know from history&lt;\/a&gt; that when large groups of able-bodied young adults lack meaningful occupation, societies pay the price in the form of &lt;a href=&quot;https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0044118X86018001004&quot; rel=&quot;nofollow&quot;&gt;alienation&lt;\/a&gt;, &lt;a href=&quot;https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/B978008030217150023X&quot; rel=&quot;nofollow&quot;&gt;unrest&lt;\/a&gt;, and even &lt;a href=&quot;https:\/\/onlinelibrary.wiley.com\/doi\/abs\/10.1111\/j.1745-9125.1993.tb01138.x&quot; rel=&quot;nofollow&quot;&gt;crime&lt;\/a&gt;. Protecting entry-level jobs is not just a corporate responsibility but a civic one.&lt;\/p&gt;How to redesign entry-level jobs&lt;p&gt;To protect entry-level jobs, they must be reimagined so that they still deliver value in an AI-powered workplace. This involves four major steps:&lt;\/p&gt;1. Redesign tasks&lt;p&gt;Junior roles must no longer be defined by the repetitive, automatable tasks that AI can do better and faster. Instead, they should be designed to expose people to the why behind the work.&lt;\/p&gt;&lt;p&gt;Take accounting. AI can reconcile transactions or draft financial statements, and most &lt;a href=&quot;https:\/\/www.bestpractice.ai\/ai-case-study-best-practice\/deloitte_saves_between_20-90%25_time_in_reviewing_complex_documents_such_as_contracts_using_machine_learning?utm_source&#061;chatgpt.com&quot; rel=&quot;nofollow&quot;&gt;accounting firms&lt;\/a&gt; have been deploying various forms of AI to redirect junior staff into higher-value activities like anomaly detection, fraud investigation, and client advisory work. This allows junior staff to still learn the mechanics, but their real work is to interpret what the machine produces.&lt;\/p&gt;&lt;p&gt;\u201cThe default use of AI is substitution: Let the machine do the work and cut headcount. A smarter approach is to redesign workflows, so AI handles rote execution while humans focus on framing the problems, asking better questions, and building relationships.\u201d&lt;\/p&gt;&lt;p&gt;Likewise, in the world of staffing and high-volume recruitment where one of us (Tomas) has worked, AI has been used for years as a tool that enables human recruiters to prioritize high-potential job seekers, sifting through millions of CVs, application letters, and prerecorded interviews. However, people, even junior recruiters, still play a key role in the \u201clast mile delivery\u201d of the value chain by using the time they save not doing tasks outsourced to AI to conduct more valuable human-to-human exchanges with shortlisted candidates and clients.&lt;\/p&gt;&lt;p&gt;These kinds of shifts align with &lt;a href=&quot;https:\/\/www.forbes.com\/sites\/jackkelly\/2025\/04\/25\/the-jobs-that-will-fall-first-as-ai-takes-over-the-workplace\/&quot; rel=&quot;nofollow&quot;&gt;McKinsey\u2019s estimate&lt;\/a&gt; that, while 60 percent of occupations could see at least a third of their tasks automated, very few can be fully automated. The real opportunity lies in rethinking jobs so humans spend more time where judgment, collaboration, and creativity are needed. In this way, human aptitudes are amplified by AI.&lt;\/p&gt;2. Focus on augmenting skills&lt;p&gt;AI is only useful when paired with critical thinking. Productivity gains are meaningless if they come at the expense of professional judgment. A recent study published in &lt;a href=&quot;https:\/\/www.science.org\/doi\/10.1126\/science.adh2586&quot; rel=&quot;nofollow&quot;&gt;&lt;em&gt;Science&lt;\/em&gt;&lt;\/a&gt; found that generative AI can boost output by as much as 40 percent in text-based tasks, but novices who accept the machine\u2019s suggestions uncritically perform worse than those who reason through problems themselves.&lt;\/p&gt;&lt;p&gt;Consider banking, where most analysts use generative AI to draft presentations and reports. To complement this, training now includes \u201cred teaming\u201d exercises where juniors are asked to test assumptions, identify weaknesses, and explain why the gen AI might be wrong. The goal is not speed alone but also judgment. The early-career analysts are asked to interrogate the AI\u2019s output the way a skeptic or competitor would\u2014to probe for incorrect assumptions, missing data, or logical flaws\u2014and then defend their critique to senior colleagues. This turns the AI into a kind of intellectual sparring partner: fast and capable but fallible.&lt;\/p&gt;3. Redesign work&lt;p&gt;The default use of AI is substitution: Let the machine do the work and cut headcount. A smarter approach is to redesign workflows, so AI handles rote execution while humans focus on framing the problems, asking better questions, and building relationships.&lt;\/p&gt;&lt;p&gt;In consulting, AI can synthesize market reports. But firms still embed junior consultants in workshops and interviews, where they develop interpersonal skills and a sense of context that no algorithm can provide. In software development, gen AI platforms are widely used to write boilerplate code, but junior engineers are steered toward debugging, system design, and pair programming (a collaborative technique for software development)\u2014areas where collaboration and problem-solving matter most.&lt;\/p&gt;&lt;p&gt;So far, &lt;a href=&quot;https:\/\/www.mckinsey.com\/capabilities\/mckinsey-digital\/our-insights\/technology-alone-is-never-enough-for-true-productivity&quot; rel=&quot;nofollow&quot;&gt;most of the research&lt;\/a&gt; on &lt;a href=&quot;https:\/\/www.gsb.stanford.edu\/faculty-research\/working-papers\/policy-brief-generative-artificial-intelligence-opportunities&quot; rel=&quot;nofollow&quot;&gt;hybrid human-AI workflows&lt;\/a&gt; suggests that the highest performance comes not from \u201cAI first, humans second\u201d but from a carefully structured division of labor where machines accelerate routine work and people focus on uncertainty, novelty, and persuasion. This is consistent with Ravin Jesuthasan and John Boudreau\u2019s research on \u201c&lt;a href=&quot;https:\/\/www.amazon.com\/Work-without-Jobs-Organizations-Management\/dp\/0262046415&quot; rel=&quot;nofollow&quot;&gt;work without jobs&lt;\/a&gt;,\u201d which shows how organizations can move beyond \u201cjob titles\u201d and \u201cjob holders\u201d to adopt more fluid, skills-centric, and work-driven operating models.&lt;\/p&gt;4. Develop people&lt;p&gt;Perhaps the most important principle is that entry-level work should be designed not just to get things done but also to develop people. Early exposure to pressure, ambiguity, and even failure is how professionals acquire resilience and judgment.&lt;\/p&gt;&lt;p&gt;Consider medicine. Residents still endure long, exhausting shifts. AI may eventually automate charting or scheduling, but hospitals keep juniors on the front lines because these experiences build clinical intuition and empathy under stress. In journalism, AI can draft articles, yet young reporters still get sent to cover tedious community meetings or chase cold leads, because persistence and interviewing skills only come through practice.&lt;\/p&gt;&lt;p&gt;\u201cProtecting entry-level jobs is not about defending tradition but about actively shaping a future where work remains a site of growth, resilience, and shared human achievement.\u201d&lt;\/p&gt;&lt;p&gt;Equally important is rediscovering the value of resilience and grit. If machines remove every obstacle, work becomes too easy, devoid of the challenge that makes learning meaningful. As one of us (Amy) has argued in her &lt;a href=&quot;https:\/\/www.amazon.com\/s?k&#061;right&#043;kind&#043;of&#043;wrong&#043;amy&#043;edmondson&amp;i&#061;stripbooks&amp;crid&#061;1SUHXWL81ZX4W&amp;sprefix&#061;right&#043;kind&#043;of&#043;wron%2Cstripbooks%2C109&amp;ref&#061;nb_sb_ss_ab-ac-rank-f5_1_18&quot; rel=&quot;nofollow&quot;&gt;research on failure&lt;\/a&gt;, progress comes from &lt;a href=&quot;https:\/\/hbr.org\/2011\/04\/strategies-for-learning-from-failure&quot; rel=&quot;nofollow&quot;&gt;intelligent failures&lt;\/a&gt;: the false starts, stumbles, and disappointments that occur when tackling difficult, uncertain tasks. Entry-level jobs\u2014by providing safe spaces to try, fail, and try again, where the stakes are lower than at the top\u2014are vital for building adaptive and confident professionals.&lt;\/p&gt;&lt;p&gt;Consider the analogy of education: If a student outsources every essay to generative AI, they bypass the intellectual struggle that produces deep learning. It is like &lt;a href=&quot;https:\/\/www.amazon.com\/Human-Automation-Quest-Reclaim-Unique\/dp\/1647820553&quot; rel=&quot;nofollow&quot;&gt;microwaving ideas&lt;\/a&gt;: fast, convenient, and unsatisfying. The effort, even the pain, of thinking for yourself is what builds a student\u2019s capacity. The same applies at work. If we remove the stretch and discomfort of early jobs, we rob future leaders of formative growth that helps them tolerate the stretch and discomfort of leadership roles.&lt;\/p&gt;Beyond the organization\u2014a societal shift&lt;p&gt;The instinct to automate away entry-level jobs is understandable but short-sighted. These roles are not inefficiencies to be eliminated; they are investments in the future of leadership, innovation, culture, and society itself. As AI transforms work, our task is not to minimize human involvement but to maximize its value. And that starts with protecting, redesigning, and re-dignifying entry-level jobs.&lt;\/p&gt;&lt;p&gt;For what it\u2019s worth, part of the challenge\u2014and part of the reason professors haven\u2019t significantly overhauled their courses in the wake of seismic shifts created by AI\u2014is that no one really knows how this will all play out. If the ultimate purpose of higher education is to prepare people to be effective contributors in the world, then it\u2019s profoundly difficult to do so without a crystal ball showing us what tomorrow\u2019s world will require. Today\u2019s content may soon be obsolete, but the habits of effort, self-discipline, and systems thinking that people will need to thrive in the future transcend the specific content being taught today.&lt;\/p&gt;&lt;p&gt;The same is true for companies. Organizations are operating without certainty about what roles, skills, or even business models will define success in five or 10 years. None of us knows enough about the future we are preparing for to get it entirely right. That is why the old saying resonates more strongly than ever: &lt;em&gt;The best way to predict the future is to create it&lt;\/em&gt;.&lt;\/p&gt;&lt;p&gt;And that is precisely the imperative in front of us. Protecting entry-level jobs is not about defending tradition but about actively shaping a future where work remains a site of growth, resilience, and shared human achievement. If we seize this moment with imagination and courage, the AI age can be not the end of opportunity but the beginning of a smarter, fairer, and more fulfilling world of work.&lt;\/p&gt;&lt;br \/&gt;\" rel=\"noopener\">The Perils of Using AI to Replace Entry-Level JobsA Perspective to Share with Students<\/a><\/li><\/ul>\n<\/div><\/section><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-282","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Actualit\u00e9s - Audencia Learning &amp; Teaching Hub<\/title>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Actualit\u00e9s - Audencia Learning &amp; 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