Some compare AI to the arrival of the internet, smartphones or cloud. I’m not convinced those comparisons go far enough. AI represents something bigger. In fact, I think we’re witnessing the biggest true revolution of the Information Age. When we look back at the industrial revolution, we see a period where machines took on tasks that had previously relied on human labour. Industries evolved and workers had to develop new skills to remain relevant in a changing economy. Importantly, society didn’t respond by pretending the machines didn’t exist. We taught people how to operate them. Previous technological revolutions largely transformed physical labour or access to information. Even the digital revolution was primarily about giving people better access to information. Computers helped us process data faster, the internet helped find information more easily, and smartphones let us carry that around in our pockets. Take the launch of the iPhone, which at the time felt revolutionary. Industries emerged around mobile applications, social media accelerated, and organisations had to rethink how they engaged with stakeholders. But despite their impact, smartphones didn’t change the nature of work itself. They changed where work happened, and how we communicated. They gave us constant access to information and services. Yet the tasks remained the same and decisions still had to be made solely by people. That’s why I believe the comparison with the industrial revolution is more appropriate than comparisons with smartphones or even the internet. Previous digital technologies helped us find and share information more effectively. For the first time, technology is not simply helping us access knowledge; it is helping us generate it. And it’s beginning to affect the very thing that office-based jobs are built upon. The question is no longer whether today’s learners will use AI at work, but whether they’ll know how to use it critically, ethically and effectively. When people hear the word “automation”, they often think about production lines and robotics. Yet AI is bringing automation to parts of the economy that have been considered safe. Admin, reporting, communications, planning, and countless other activities are already changing. I don’t believe this means people become less important. The skills that make us human, like creativity, empathy, ethics, leadership and critical thinking will become more valuable. However, the way we apply those skills is likely to change. People who succeed won’t be those who manually battle against AI. They’ll be the workers who know how to work effectively with it, understand its strengths, and use it to amplify their own capabilities. That’s where further education comes in. Further education has always adapted to meet the needs of employers by responding to new industries or changing skills requirements. AI presents perhaps the biggest of those challenges. Across the sector there’s some excellent work taking place. Colleges are investing in AI tools, experimenting with new approaches, and developing guidance around responsible use. At City College Plymouth, we’ve introduced technologies including Google Gemini and Bodyswaps to enhance AI skills. However, the pace of AI means further education could, and should, lead. If AI is going to become as commonplace in the workplace as spreadsheets and search engines, then understanding how to use it should become a core digital skill, regardless of the subject a learner studies. Too much of the conversation around AI in education focuses on how we stop learners from using it. Academic integrity matters, and there are genuine concerns around misuse and bias. But if our primary response is restriction, we risk preparing learners for a workplace that no longer exists. A more important question might be: if AI is going to become a tool in almost every profession, why wouldn’t we teach learners how to use it? That means going far beyond showing someone how to write a prompt. Learners need to understand where AI adds value and where human judgement remains essential. They need to know how to verify information, recognise bias, protect sensitive data, understand ethical implications, and use these technologies responsibly. During the industrial revolution, education evolved because the workplace evolved. AI demands the same response. If further education prepares learners to work confidently, critically and responsibly alongside AI, it won’t simply keep pace with technological change. It will help shape the workforce that emerges from it.