Crafting A Fulfilling Career in the Age of Artificial Intelligence Among Graduating Students in Federal Universities in South-South Nigeria

This study examined how graduating students in federal universities in South–South Nigeria craft fulfilling careers in the age of artificial intelligence, with specific focus on perceived career opportunities, understandings of career fulfilment, and preparedness for AI-mediated labour markets. A quantitative cross-sectional survey design was adopted. The population comprised graduating students in federal universities across the South–South geopolitical zone, from which a sample of 384 respondents was determined using Cochran’s formula and selected through stratified random sampling based on university type, faculty, and gender. Data were collected using a structured self-administered questionnaire organised into demographic, AI impact, career fulfilment, and preparedness sections, with reliability coefficients ranging from 0.78 to 0.86. Data analysis was conducted using SPSS version 28, employing descriptive statistics and multiple linear regression at a 0.05 significance level. Results revealed that students perceived artificial intelligence as strongly influencing career opportunities (Mean = 3.95), particularly by favouring graduates with advanced digital skills and intensifying labour market competition. Perceptions of a fulfilling career in the AI era were high (Mean = 4.00), with adaptability and continuous learning identified as central elements. Preparedness for AI-mediated labour markets was moderate (Mean = 3.64), with many respondents indicating the need for additional training (Mean = 4.13). Regression analysis showed that perceived impact of AI (β = 0.372, p < 0.001), perception of a fulfilling career (β = 0.341, p < 0.001), and preparedness (β = 0.372, p < 0.001) significantly predicted career outcomes, jointly explaining 53.8 percent of the variance (R² = 0.538). The study concludes that while graduating students demonstrate awareness and positive orientation toward AI-driven careers, gaps in preparedness persist, and it recommends curriculum reform, structured AI skill training, and stronger university–industry linkages to support sustainable and fulfilling graduate career development.