2025

Pura, Minna; Kivelä, Susanna

Innovation methods, management and teaching need to evolve as AI transforms work practices. This paper explores systemic effects how artificial intelligence transforms teaching, learning and interaction in working life using futures research methods. The findings are based on a Real-Time Delphi study including three expert panel subgroups 1) higher education teachers and digital pedagogy experts at Laurea UAS 2) AI special interest group of a partner company 3) Strategic Foresight MBA students. Although AI literacy varied in 2024, teaching staff shared an experimenting attitude and willingness to learn, acknowledging ethical aspects and avoiding risks – therefore preferably experimenting further in collaboration with companies. Conclusions reflect possibilities and threats rogaining work interaction in the intersection of humans and machines. To support such collaboration, different stakeholders and experts agreed upon a preferred future, where leaders have skills to manage both humans and AI aspiring that to happen by the year 2040.