AIGC and the Reshaping of Graduate Employability and Entrepreneurial Competencies: A Literature Review

DOI: https://doi.org/10.62517/jhet.202615310

Author(s)

Meihui Lv*

Affiliation(s)

School of Liberal Arts, Liaoning University, Shenyang, Liaoning, China *Corresponding Author

Abstract

Artificial Intelligence Generated Content (AIGC) is changing how graduate employability and entrepreneurial competence are understood. This change is not only about adding a new tool to learning or work. It also asks what kinds of abilities graduate students need when studying, working, and trying to create value. Based on studies of employability, entrepreneurship education, digital learning, and competence frameworks, this review discusses how AIGC may influence graduate training. The literature suggests that the focus of ability is moving from simply producing content to judging, selecting, and using content in specific contexts. It also shows that students need to learn how to work with AI tools, connect them with their own disciplines, and keep a basic sense of ethics and responsibility. Existing teaching methods, such as project-based learning, open innovation training, service learning, blended learning, and university incubators, can still be useful, but they need to be adjusted when AIGC becomes part of the learning process. At the same time, there are still problems, including generic entrepreneurship training, weak assessment of AI-assisted work, unequal digital competence, fragmented school-level strategies, and the lack of a clear AIGC competence framework. This review finally suggests that future training should pay more attention to competence redefinition, teaching design, process-based assessment, and institutional support.

Keywords

AIGC; Graduate Employability, Entrepreneurship Competencies; Higher Education; Digital Transformation; Human-AI Collaboration; Competence Framework

References

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