Diana Maria Popa

Diana Maria Popa, Simona-Vasilica Oprea, Adela Bâra

This paper examines whether students are entering the generative AI era with sufficiently strong educational foundations, focusing on the relationship between learning environments and changes in ICT related career aspirations across countries. The analysis uses country-level data from PISA 2018 and 2022, combining indicators of student autonomy, digital skills and teacher support. A mixed-method approach is applied, including descriptive statistics, regression analysis, clustering, latent representation learning (using Variational Autoencoder-VAE), discriminant analysis and probabilistic modeling to capture both observable and latent dimensions of educational readiness. Unlike prior research that treats learning loss, digital skills and career expectations separately, our analysis integrates them within a comparative longitudinal framework. It shifts the focus from short-term post-pandemic effects to the structural capacity of education systems to prepare students for digital and AI-driven labor markets. Results show a global but uneven increase in ICT career aspirations. Digital skills emerge as the strongest and most consistent predictor, while teacher support plays a complementary role. Autonomy shows weaker, context-dependent effects. Educational readiness is multidimensional, and ICT aspirations evolve relatively independently from other career domains.

Diana Maria Popa, Simona-Vasilica Oprea, Adela Bâra

This paper investigates how generative-artificial intelligence AI is reshaping job requirements, skill compositions and sectoral dynamics across global labor markets. It examines the evolving frequency and framing of AI-related competencies in job postings, exploring whether generative-AI functions primarily as an augmentative or substitutive force in the workplace. A large-scale, multi-source corpus of over 150,000 English-language job postings 2018-2025 is compiled from twelve open-access datasets and one public API. The analytical framework integrates lexical skill extraction, semantic framing, topic modeling, BERTopic, LDA, KMeans, and time-series forecasting ARIMA. Skill mentions are categorized into five dimensions: AI_Data, Routine, Soft_Meta, Domain_Specific and Leadership, while cross sectoral analyses and correlation matrices quantify interdependencies between competencies. Sentence-transformer embeddings and cosine similarity are used to compute a Framing Index, distinguishing augmentation- versus automation-oriented discourse. Investigating job postings, our research contributes a replicable, data driven methodology for mapping the diffusion of AI related skills across industries and time. Results reveal a sharp post-2021 increase in AI-related skill mentions: prompt engineering, fine-tuning and model validation, accompanied by a decline in routine tasks: data entry and manual coding. Forecasts suggest sustained growth in AI_Data and Soft_Meta skills through 2025, signaling a structural convergence toward hybrid human-AI expertise as a new foundation of employability.