Education is changing faster than ever, with new ideas, technologies and demands constantly emerging. \u00a0As Artificial Intelligence continues to automate aspects and functions of various jobs, or even eliminate traditional roles altogether, different subjects and skills will be in demand or even become essential in the performance of future jobs.\nIdentifying what these are and making them accessible to students \u2013 regardless of their social and economic background or geographical location \u2013 is a monumental challenge that can only be overcome by making full use of technology.\nCreative skills for a digital economy\nThe digital economy will create more roles that require a combination of technical, interpersonal and creative skills, and building the foundation for this begins with studying a very broad range of subjects in school.\nThe argument for broadening the scope of what merits inclusion in the curriculum is simple yet compelling; nowadays most of us have access to the world\u2019s knowledge via the supercomputers \u2013 i.e. smartphones \u2013 that we carry around in our pockets, yet these mountains of data are not valuable in isolation. It is the ability to creatively and proactively extract actionable insights from data \u2013 and to execute effectively on these \u2013 that will become invaluable in the digital economy jobs being created now, and for those which will be created in future.\n\u201cBreadth of understanding is often as important as depth of knowledge. Business leaders, innovators and entrepreneurs now need fluency in a broad range of subjects, and these go far beyond what has traditionally been taught at school and universities,\u201d says John Ingram, CEO of Pamoja Education.\n IDG\nIn order to thrive in the digital age, he argues that workers must equip themselves with a range of modular skills including areas such as coding and engineering, all the way through to language skills, sales, networking, marketing, design, and even social media influencing. This is effectively the only approach which makes sense in a world where project-based work will become ever more prevalent, and clearly delineated job titles are likely to be eliminated altogether. Fluid and flexible skillsets, coupled with an equally elastic approach, will be essential for the professional survival kit of professionals entering the workforce in the next few decades.\u00a0\nTackling the opportunity gap\nParadoxically, however \u2013 even though creative skills are an essential part of building the next generation\u2019s professional profile \u2013 arts and creative subjects seem to be on the decline. A Recent Edge Foundation report found that in the last decade GCSE entries in creative subjects have fallen by 20%. This might be due to the additional budgetary and logistics pressures faced by schools in countries like the United Kingdom, where teacher numbers are dwindling. Schools faced with difficult choices often have to prioritize their resources, and the number and quality of specialist subjects on offer is often the first casualty. Yet Ingram believes that this is an area where technology can play an important role, helping to bridge the gap between limited resources on the one hand, and greater learning demands on the other:\n\u201cThere\u2019s no substitute for classroom teaching, but while schools struggle to find the staff to teach a full range of subjects, we should be exploring the technologies that can allow students to take courses they\u2019d otherwise have to miss out on. Even when schools are well resourced and offer a good range of subjects, there are still often more niche subjects such as Film Studies they cannot cover which could otherwise allow students to follow their passions, stretch themselves, and grow as individuals,\u201d Ingram explains.\nSo even though most education experts agree that face-to-face teaching cannot \u2013 and should not \u2013 be altogether replaced by tech-based alternatives, it is literally impossible to square the that circle without integrating technology into long-term strategies for delivering learning outcomes. In practice this means that while it isn\u2019t feasible for schools to maintain the capacity on site to deliver every niche subject that students might want to study, they will now be able to do so.\nMaking teaching resources go further with technology\n\u201cHaving offered IB courses online to schools across the world for over a decade, we\u2019ve found that online learning can broaden pupils\u2019 digital and collaborative skills, encouraging them to carry out research, co-ordinate group work and discuss material in an online community,\u201d continues Ingram.\nIndeed, research has shown that these features benefit students\u2019 wider education by encouraging them to take ownership of their learning process, helping prepare them for their university careers where they\u2019ll need to study independently. That proactive mind-set then ideally carries through to the approach that those pupils will adopt in the workplace, collating and leveraging information towards accomplishing strategic tasks, projects and goals.\nAt its heart, education is about opportunity, and online learning can potentially make crucial opportunities available to those who would not normally have access to them. This is why it\u2019s crucial that educators see technology not as a threat, but as a tool for enhancing their own pedagogical capacity.\nThe next few years will mark an exponential disruptive shift towards automation, and that will present a threat to new and existing professionals across a wide range of industries. Yet if we equip our young people with modular skills by enabling them to pursue a broad range of creative interests from early schooling onwards, we will maximize their chances of not only weathering this inevitable disruption, but of thriving in it.