In the past, having a college degree almost meant getting a stable job and a clear career development path, but the situation is quite different nowadays. At the Gulf News Edufair 2025 being held at the H Hotel in Dubai, four top educators from the United Arab Emirates conveyed a timely message: In a world reshaped by artificial intelligence, the climate crisis and digital transformation, career development paths are no longer linear. Academic achievements are not only determined by academic qualifications, but also equally dependent on an individual’s adaptability and emotional intelligence.
The participants in the panel discussion on “Careers and Courses: Popular and Unpopular” include: Professor Ammar Kaka, Vice President and President of Curtin University Dubai; Dr. Aseel Takshe, Acting Dean of the School of Environmental Science and Psychology at the Canadian University of Dubai; Professor Syed Arman Rabbani, Chair of Clinical Pharmacy and Pharmacology at Ras Al Maktoum University of Medical and Health Sciences, United Arab Emirates; And Waleed Minhas, the Director of Leadership, Behavior and Test Preparation for Kaplan in the Middle East and North Africa region.
Professor Rabbani began by pointing out the current reality: “We are experiencing a transformation driven by artificial intelligence, digitalization and data science.” These are not minor changes. They are redefining the essence of work. He believes that although the past industrial revolution eliminated some jobs and created new ones, today’s changes are more complex, with innovation intertwined with pressing social challenges such as climate change, cyber security, and the rise of the gig economy. Education must develop. It not only needs to keep up with these changes but also lead them.
Dr. Takshe leads one of the region’s leading environmental science colleges and elaborates on the rapid expansion of climate-related careers. Ten years ago, there was no such profession as earthquake forecaster. Now it has become a real job. She pointed out, “In the past, we generally called ourselves’ climate change experts’. Nowadays, climatologists are professionals who use artificial intelligence, biology and environmental science to solve increasingly complex problems.” The field she is in was once niche, but now it has crossed and integrated with many disciplines ranging from urban planning to food security. Agriculture is rapidly becoming one of the most innovation-driven industries in the world. She said.
In the field of healthcare, the transformation is even more remarkable. Professor Rabbani introduced how Ras Al Maktoum University of Medical and Health Sciences in the United Arab Emirates integrates high-fidelity simulation, early clinical contact, and even metaverse laboratories into its curriculum. Our students interact with 3D holographic patients and make real-time medical decisions in a simulated hospital environment. This is not a future scene but a reality that is happening. He said. These tools, combined with interdisciplinary learning models, are changing the way future medical professionals are trained.
But this is not merely about shiny new technologies. The four group members unanimously agreed that universities must also rethink the way and frequency of updating courses. Historically, education has always lagged behind the development of industries. Waleed Minhas said, “This situation is finally changing.” Many institutions now update their courses quarterly rather than annually, especially in technology-driven fields. However, he also cautioned that merely keeping up is not enough. “The key lies in cooperation.” Universities, employers and students need to jointly design educational models.
So, what kind of talents do employers want nowadays? According to Professor Kaka, the key point is not where you study, but what you can do. Employers are very clear that they need graduates with working abilities, which means critical thinking, communication skills, leadership and teamwork skills. A high grade point average (GPA) alone is no longer sufficient. At Curtin University Dubai, these abilities are directly integrated into the curriculum. By collaborating with the industry, undertaking practical projects, and leveraging the research findings of our Future Work Institute, we are helping students prepare for the future rather than being confined to the past.
Dr. Takshe emphasized this point with straightforward observation: “A student with an average GPA of 3.8 but no internship experience or extracurricular activities is no longer outstanding nowadays.” Employers hope to see your performance outside the classroom. She pointed out that many students underestimate the value of seminars, internships and soft skills training, often regarding them as dispensable. They would say, “ChatGPT can help me write a resume. Why should I still attend a resume writing seminar?” But communication skills, self-awareness and professional connections are human skills that artificial intelligence cannot replicate.
So, which degrees are losing their relevance? Minhas believes that no core subject will become outdated, but he warns that students who do not progress along with the development of their fields will be at risk. Take accounting as an example. It is still crucial, but it is also moving towards automation. If students do not learn digital skills, data literacy or soft skills outside of an accounting degree, they will fall behind.
In fact, soft skills were a recurring topic in this group discussion. Professor Kaka pointed out that as machines take over daily work, unique human traits such as empathy, collaboration ability and creativity will become the key for graduates to stand out. We teach these skills through practical learning rather than classroom lectures. He said, “This is the only way to cultivate the thinking mode needed for future work.”
Even in the field of healthcare where technical accuracy is of vital importance, emotional intelligence cannot be ignored. We see that some students have excellent coding skills but lack empathy. We are striving to bridge this gap. Rabbani said.
When asked how to give advice to their own children, the group members’ answers were candid and refreshing. What I told my child was the same as what my father told me. Kaka said, “It doesn’t matter what you choose. What matters is to do it well.” Passion and goals can lead to success. Takshe agreed with this and added that parents should play the role of advisors rather than decision-makers. Forcing children to take up occupations they don’t like will only lead them to lose interest and regret. She warned, “I always insist on communicating directly with students because this is their future.”
The meeting ended in a relaxed atmosphere, and each group member envisioned the degree courses that might be offered if there was an opportunity. Minhas proposed to launch the “Future Adaptability” course, integrating leadership, digital literacy and communication skills; Kaka envisioned the “Critical Thinking and Resilience” degree, aiming to prepare students for dealing with uncertainty. Takshe suggested offering the course “Human-Machine Collaboration and Ethics”. Rabbani advocated for the establishment of medical courses that integrate artificial intelligence, ethics and empathy. We need professionals who are proficient in both technology and have humanistic care. He said.
