From safe careers to adaptive futures: How AI is reshaping career guidance in schools

A Class 10 student of Delhi Public School, V. Aditya, recently asked a career counsellor in his school, “I want to pursue something related to Biology. Lately, I’ve been interested in the intersection of AI and Biology, especially Computational Biology and AI-driven drug discovery. Will AI-integrated biological fields gain recognition and viable career opportunities in the next five to seven years?.”

His question reflects a broader shift in classrooms across India. Career counselling is no longer about choosing a profession — it is about preparing students for uncertainty. The career counsellor encouraged him saying, “The intersection of AI with Biology, Physics, and Mathematics represents some of the most promising fields of the future.”

It may take another five years for Aditya to see if AI-driven Biology becomes his career. Unlike previous generations seeking certainty in job titles, students today are being equipped with the ability to adapt, relearn, and evolve in a world that refuses to stand still.

Rethinking career guidance

The World Economic Forum’s Future of Jobs Report 2025 projects that by 2030, 170 million new jobs will be created, even as 92 million are displaced — a net gain of 78 million jobs worldwide. The disruption caused by AI and the widening gap between education and employment are forcing a rethink of career guidance itself.

Recognising this shift, the CBSE has mandated one career counsellor for every 500 students in Classes 9–12. Counsellors are recommended to hold undergraduate or postgraduate degrees in humanities, sciences, social sciences, management, education, or technology, along with knowledge of higher education systems and research skills.

For counsellors, the challenge is navigating student aspirations alongside volatile labour market trends and emerging industries. “Students struggle with awareness of opportunities. Many still think coding guarantees a stable career. Some assume a college degree ensures lifelong employability,” says Saumya Tripathi, Career Counsellor at Good Shepherd International School, Ooty.

Ms. Tripathi’s three-member team handles nearly seven sessions a day and reviews reports from the WEF, OECD, UNESCO, and Gallup to track employability trends. “We also stay connected with alumni across manufacturing, space, medical research, business, consulting, and policymaking. These interactions provide valuable insights into the evolving world of work,” she adds.

At Don Bosco International School, Mumbai, Career and College Counsellor Merlyn Torres engages students from Class 8. “I encourage them to choose Science in Class 9 to widen options. For students interested in multiple streams, I suggest Liberal Arts colleges for major-minor combinations or dual degrees.”

Academic programmes are evolving rapidly. “BBA and Computer Science courses now include specialisations like Applied Economics and Finance, AI, and Emerging Technology. Computer Science students can pursue AI or B.Tech in Data Science. These combinations expand career options and align education with passion,” Ms. Torres explains.

Curious minds around AI

AI dominates student career imagination. “They ask about Cybersecurity, Machine Learning, Cloud Computing, NLP, Data Science, Robotics, and Automation. AI is a horizontal skill — it will integrate into almost every discipline,” says Ms. Tripathi.

Dheeraj Daabi, HOD of AI and Robotics at Glenrich International School, Satarkul, notes: “The sheer number of options — courses, careers, countries — overwhelms students. Many struggle not from lack of ability but fear of making the wrong choice in an uncertain future.”

Ms. Torres also tracks roles at high risk of automation and regularly visits universities domestically and internationally to gather insights.

Parents vs students’ expectations

Uncertainty reshapes parental expectations too. “I want my daughter to become a doctor for stability, but she wants to pursue Engineering. I’ve seen many technical graduates unemployed,” says R. Vignesh, a parent in Mumbai.

“Students are informed, while parents worry about success,” Ms. Torres explains. “Structured planning in Class 11 helps students explore strengths, interests, and goals.” She also encourages internships and online courses to deepen understanding of academic rigour and industry demands.

“Parents’ aspirations stem from financial security, social status, or lack of awareness,” says Ms. Tripathi. “Data-driven sessions and clear Plan A and B pathways build confidence for both students and parents.”

Common concerns among students

The shift from guaranteed paths to open-ended possibilities can be overwhelming.

“There was a time when top students chose medicine, then engineering, then humanities or commerce. Now that order is reversed. By Class 11, we must narrow our careers, adding to confusion. Private universities offer unusual course combinations, making choices harder,” says J. Deepak, a Class 12 student at CS Academy, Coimbatore.

Financial expectations further complicate decisions. Priyanka Tiwari, a Class 10 student at Amity International School, says: “I’m interested in Finance, Economics, Law, and Technology. Tech pays well in five years, but I’m not passionate about it. Finance seems viable only through CA or IIM, both highly competitive. Law takes time to be financially rewarding. I feel confused but hope to earn around ₹12 lakh annually in whichever field I choose.”

Students express concerns about job availability, financial security, societal expectations, AI disruption, and losing interest, say counsellors. “What works,” says Ms. Tripathi, “is helping them develop an understanding of their interests, resilience, and the ability to learn how to learn.” Mr. Daabi calls this the hardest truth students face: “There is no guaranteed ‘safe’ career. Degrees and job titles alone don’t ensure stability. Adaptability, transferable skills, and continuous learning matter far more.”

Changing the perspective of career counselling

“We aim to make students future-ready by equipping them with skills and knowledge, while guiding them through uncertainty,” says Ms. Torres. “In a world where nothing is permanent, nurturing flexibility, adaptability, and resilience empowers them to face challenges confidently.”

“I would shift the focus from choosing a single career to building foundational skills — critical thinking, problem-solving, digital literacy, and self-awareness. Career guidance should be continuous, not a one-time decision,” says Mr. Daabi.

Ms. Tripathi compares career counselling to a GPS system: “We can guide students toward the best routes — self-awareness, best-fit choices, adaptability — but we cannot control external factors like market disruptions. And we certainly cannot drive the car for them.”

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