James Hutson, Lindenwood University, USA
As the world transitions from the Fourth Industrial Revolution (Industry 4.0) into the Fifth Industrial Revolution (Industry 5.0), the landscape of skills and employment is evolving rapidly (Schwab, 2017). While Industry 4.0 saw the rise of automation, artificial intelligence (AI), and the Internet of Things (IoT) in enhancing production and knowledge work, Industry 5.0 shifts the focus to human-centric values (Martini, Bellisario, & Coletti, 2024). The automation of tasks previously thought exclusive to human workers—such as decision-making, data analysis, and creative production—has led to a profound reevaluation of valuable skill sets in the modern workforce (Chuang, 2024). In particular, technical competencies traditionally associated with Industry 4.0 are being surpassed by what are now termed “power skills.” These power skills—encompassing creativity, emotional intelligence, critical thinking, and leadership—are becoming indispensable as automation takes over routine tasks and complex problem-solving (Olaniyi et al., 2024).
The rise of generative AI (GAI) has altered the balance of the skill set required for the future of work. GAI tools like GPT models, image generators, and automated software are performing functions that once required substantial technical expertise, including the ability to code, analyze large datasets, and design complex systems (Yenduri et al., 2024). This shift underscores the pressing need for higher education institutions to adapt their curricula to cultivate power skills that machines cannot replicate. These so-called “soft skills” are now emerging as core competencies of the future, defining what remains uniquely human: empathy, adaptability, ethical reasoning, and interpersonal communication (García-Chitiva & Correa, 2024).
Higher education must be re-envisioned to focus on human-centric abilities while integrating advanced technologies into curricula. The human element in decision-making, creativity, and problem-solving is irreplaceable, even in a world where AI handles the bulk of knowledge work. Thus, power skills are not merely supplementary to technical knowledge—they are essential for navigating the complexities of a rapidly evolving technological landscape. Educational institutions, including the College of Arts and Humanities (CAH) at Lindenwood University, are at the forefront of this transformation. The unique positioning of AI programming in the college has allowed for unprecedented interdepartmental and interinstitutional research and pedagogical collaborations, embedding AI into traditionally humanistic disciplines. These initiatives equip students to engage with AI technologies while excelling in uniquely human capacities (Freij, 2024).
This reconfiguration calls for a holistic rethink of education’s mission. The emerging revolution demands that universities shift focus from technical skill acquisition to cultivating creativity, collaboration, and ethical intelligence (Pinarbasi et al., 2024). Students, faculty, and administrators alike must recognize that while GAI can replicate technical tasks, humanic skills—critical decision-making, emotional intelligence, and ethical judgment—remain irreplaceable. These capabilities define the “power skills” of tomorrow’s leaders and thinkers, making them central to the future of higher education and professional development.
Adapting to a Changing Landscape
The COVID-19 pandemic had a profound and enduring impact on higher education. Small, private, non-profit institutions, particularly those lacking robust financial support, faced closures during 2020-2022, with arts and humanities departments among the hardest hit (Cameron, Fogarty-Perry, & Piercy, 2022). These financial and institutional shifts intensified an existing trend: the prioritization of vocationally-oriented majors at the expense of liberal arts programs (Magness & Mitchell, 2022). However, this neglect risks leaving institutions ill-equipped to provide students with the well-rounded intellectual diversity and critical thinking skills essential for navigating a rapidly changing world (Massey, 2020).
Despite these challenges, the pandemic also sparked an era of unprecedented technological advancement. As Brem, Viardot, and Nylund (2021) argue, industries were compelled to innovate rapidly, adopting technologies that propelled society forward more quickly than anticipated. The widespread adoption of AI, extended reality (XR), and IoT reshaped remote education, work, and healthcare (He, Zhang, & Li, 2021). Advances such as the Oculus Quest 2 marked a critical turning point, making virtual reality (VR) technologies more accessible for immersive learning experiences despite physical limitations. These innovations illustrate how crises can drive technological adoption, setting the stage for long-term changes in higher education.
Educational institutions began exploring the potential of AI and machine learning (ML) to personalize learning. Warrier, John, and Warrier (2021) emphasize that these technologies offer tailored learning experiences, enabling students to receive individualized feedback and progress at their own pace. Personalized learning supports student success while enhancing engagement, particularly in remote learning contexts. The pandemic accelerated AI integration, fostering an openness to innovation that continues to shape the sector (Ciolacu et al., 2023).
Preparing for the rise of generative AI presents both challenges and opportunities for higher education. Pavlik (2023) notes that post-pandemic digital transformation intensified the need to retool and reskill faculty and staff to incorporate AI effectively into teaching and assessment. Universities now integrate courses in AI ethics, programming, and applications, aligning curricula with skills needed to navigate a world increasingly influenced by AI (Broo, Kaynak, & Sait, 2022). Equally important is fostering power skills like critical thinking and creativity, ensuring students remain competitive in a rapidly automating world (Bühler, Jelinek, & Nübel, 2022).
Over the past two years, institutions such as Lindenwood University have experienced renewed growth in arts and humanities disciplines. This resurgence reflects a growing recognition of human-centered skills—creativity, ethical reasoning, and critical thinking—fostered by the arts and humanities. These skills counterbalance the technical proficiencies that dominated Industry 4.0, gaining prominence as automation assumes routine and complex tasks.
Case Studies
Art and Design
The integration of AI into art and design at Lindenwood University has transformed creative processes and educational practices. Hutson and Cotroneo (2023) demonstrated how generative AI tools like Craiyon inspire students in digital art classes. These tools allow students to generate visual concepts, refine them using traditional software, and explore new creative boundaries. Similarly, Hutson and Robertson (2023) detailed how generative AI supports 3D design courses, enabling students to merge AI-generated prompts with traditional modeling techniques. This hybrid approach broadens students’ understanding of design, equipping them with technical and conceptual tools to navigate an evolving art world.
Art History
AI has revolutionized the teaching of art history by enabling students to engage with visual culture in innovative ways. Hutson (2024) explored how AI tools like Craiyon support student comprehension of ancient art, fostering critical thinking and creative interpretation. Carpino and Hutson (2024) emphasized the use of AI-generated imagery to enhance formal analysis skills in Islamic art, enabling students to articulate observations and refine analytical abilities. Additionally, Olsen, Hutson, O’Brien, and Ratican (2024) showcased how AI reconstructs lost artworks, enriching historical interpretations and fostering a deeper appreciation of cultural heritage.
Game Design
AI has reshaped the game design pipeline, from concept art to 3D modeling. Begemann and Hutson (2024) documented the use of generative AI tools to streamline game asset creation, identifying challenges such as optimizing AI-generated models for real-time rendering. Hutson and Fulcher (2023) highlighted the educational potential of AI-driven design in creating games like The Museum of the Lost, which explores cultural heritage ethics through immersive experiences. These studies underscore AI’s role in enhancing both the creative and educational dimensions of game design.
English and Creative Writing
In English and creative writing programs, AI tools have redefined instructional practices. Hutson and Plate (2023) observed that students using GPT-3 tools engaged more deeply with argument development and structural refinement, shifting focus from grammatical corrections to substantive revisions. Hutson and Schnellmann (2023) explored AI’s role in poetry creation, revealing its limitations in replicating emotional resonance but highlighting its capacity to inspire creativity. These studies demonstrate AI’s potential to augment writing processes while preserving the uniquely human aspects of creative expression.
Looking Ahead To navigate the integration of AI into education, institutions must emphasize collaboration over replacement. AI should enhance human creativity and intellect, not replace them. Faculty training, interdisciplinary collaboration, and hybrid instructional models are essential for fostering power skills. Institutions should promote experimentation, ethical considerations, and performance-based assessments to prepare students for a future shaped by AI while preserving distinctly human elements of education. Therefore, the integration of AI across academic disciplines marks a pivotal moment for education. AI, when applied thoughtfully, serves as a catalyst for deeper engagement, creativity, and critical thinking. By fostering a symbiotic relationship between AI and human creativity, educators can prepare students for a future where technology and humanity coexist harmoniously, enriching both.