Näyttö
Kehitetty väitöstutkimuksesta, testattu oikeilla työpaikoilla.
Tutkimus yli 30 asiantuntijan kanssa eri toimialoilta, 4 viikon tekoälytuetulla design-sprintillä sekä ennen- ja jälkeen-mittauksella.
3,56 → 13,94
Sanoitettua osaamista ennen → jälkeen
+292 % parannus
86 %
Paransi kriittistä ajattelua ja ongelmanratkaisua
93 %
Itsevarmempia tekoälyn soveltamisessa työssä
4,6/5
Ohjelman keskimääräinen vaikuttavuusarvio
Neljä tutkimuksellista tukipilaria
Tulevaisuuden osaaminen
Mikä inhimillinen osaaminen säilyttää arvonsa, kun tekoäly ottaa rutiininomaisen ajattelutyön — ja miten se kuvataan niin, että ihmiset ja työnantajat tunnistavat sen.
Tekoälytuettu oppiminen
Miten tekoäly voi toimia ajattelukumppanina oppimisessa korvaamatta sitä tuottavaa ponnistelua, joka saa oppimisen jäämään.
Design-sprintit
Miksi lyhyet, soveltavat ja aikarajatut syklit oikeassa työssä päihittävät pitkät passiiviset opinto-ohjelmat kyvykkyyden muutoksessa.
Ihmisen ja tekoälyn yhteistyö
Vahvistamisen malleja, jotka nostavat inhimillisen harkinnan laatua sen sijaan että automatisoisivat sen pois.
Tutkimuksen perusta
Käsitteet, viitekehykset ja empiiriset tutkimukset, jotka muovaavat Forecasted Self -menetelmää.
| Aihe | Keskeinen käsite | APA-viite | Artikkeli |
|---|---|---|---|
| Forecasted Self Concept | Defines the future-oriented digital twin approach to career exploration and skill-gap analysis. | Mononen, A., Alamäki, A., Kauttonen, J., Klemetti, A., Passi-Rauste, A., & Ketamo, H. (2023). Forecasted Self: AI-Based Careerbot-Service Helping Students with Job Market Dynamics. Engineering Proceedings, 39(1), 99. | Avaa |
| AI for Career Guidance | Maps requirements and maturity levels for integrating AI into life-long guidance services. | Westman, S., Kauttonen, J., Klemetti, A., Korhonen, N., Manninen, M., Mononen, A., Niittymäki, S., & Paananen, H. (2021). Artificial Intelligence for Career Guidance – Current Requirements and Prospects for the Future. IAFOR Journal of Education, 9(4). | Avaa |
| Digital Twin Origin | Introduces the foundational conceptual model for digital twins mirroring physical systems for lifecycle management. | Grieves, M. (2016). Digital Twin: Mitigating Unpredictable, Undesirable Emergent Behavior in Complex Systems. | Avaa |
| 21st-Century Digital Skills | Synthesises digital and transversal skills into a framework of core and contextual competencies. | van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. | Avaa |
| Employability Verbalization | Demonstrates that successful job candidates use specific keywords to verbalize their skills effectively. | Krishnan, I. A., Ramalingam, S., Kaliappen, N., Uthamaputhran, S., Suppiah, P. C., Mello, G. D., & Paramasivam, S. (2021). Graduate employability skills: Words and phrases used in job interviews. Australian Journal of Career Development, 30(1), 24-32. | Avaa |
| AI Agency Framework | Explores how AI acts as an autonomous agent on behalf of humans and institutions. | Ågerfalk, P. J. (2020). Artificial intelligence as digital agency. European Journal of Information Systems, 29(1), 1-8. | Avaa |
| AIED Taxonomy | Categorises AI in education into student-focused, teacher-focused, and institution-focused tools. | Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57(4), 542-570. | Avaa |
| Human Agency Theory | Outlines intentionality, forethought, and self-reflection as core features of the human learning agent. | Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164-180. | Avaa |
| The 7 C's Framework | Popularises the essential skills for modern times, including critical thinking, creativity, and ICT literacy. | Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Wiley. | Avaa |
| Design Sprint Method | Provides the structure for the intensive five-day project-based learning model used to build digital skills. | Knapp, J., Zeratsky, J., & Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just five days. Simon and Schuster. | Avaa |
| Skills Extraction Tech | Details the process of machine-extracting hard and soft skills from unstructured job advertisements. | Zhang, M., Jensen, K. N., Sonniks, S. D., & Plank, B. (2022). SkillSpan: Hard and soft skill extraction from English job postings. NAACL 2022. | Avaa |
| ICT Literacy & Thinking | Defines ICT literacy as higher-order thinking processes like problem-solving in digital contexts. | Claro, M., et al. (2012). Assessment of 21st century ICT skills in Chile: Test design and results. Computers & Education, 59(3), 1042-1053. | Avaa |
| AIED Paradigms | Proposes three paradigms for AI in education: AI-directed, AI-supported, and AI-empowered systems. | Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. | Avaa |
| Continuous Learning Needs | Argues schools must prepare students for jobs that haven't been created yet using adaptable skills. | Schleicher, A. (2014). Educating for the 21st century. OECD Education and Skills Today. | Avaa |
| Skills Data Standards | Establishes the multilingual classification for mapping skills and occupations in Europe (ESCO). | European Commission. (2020). European Skills, Competences, and Occupations (ESCO) Classification. | Avaa |
| Industry 5.0 Vision | Moves beyond purely technological processes to human-centric and resilient industrial systems. | European Commission. (2020). Industry 5.0: Towards a sustainable, human-centric and resilient European industry. | Avaa |
| Student Agency Analytics | Utilises learning analytics to profile and support student agency in higher education. | Jääskelä, P., et al. (2020). Student agency analytics: Learning analytics as a tool for analysing student agency. Behaviour & Information Technology. | Avaa |
| Project-Based Learning | Defines core principles of using driving questions and authentic products to motivate student learning. | Blumenfeld, P. C., et al. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26. | Avaa |
| AI Adoption in Services | Details the ecosystem approach to integrating semantic AI and chat platforms for student services. | Mononen, A., Alamäki, A., Kauttonen, J., Klemetti, A., & Räsänen, E. (2021). Adopting AI-enhanced chat for personalising student services in higher education. AINL 2020. | Avaa |
| AI Literacy Heptagon | Proposes a seven-dimensional framework to structure AI literacy development across technical, ethical, and legal domains. | Hackl, V., Müller, A. E., & Sailer, M. (2026). The AI literacy heptagon: A structured approach to AI literacy in higher education. Computers and Education: Artificial Intelligence, 10, 100540. | Avaa |
Tilaa tutkimustiivistelmä
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