Predicting the future may be a fool’s errand, but as technology evolves and societal changes occur, it is necessary for higher education leaders to consider the next phase of curriculum offerings. For the purposes of this article, the next phase will be viewed through the lens of new courses that institutions may offer as soon as 2030, if not before. A common phrase touted by college leaders and administrators for several years now is, “We are preparing students for jobs that do not yet exist.” Thankfully, there are thinktanks, advisory boards, datasets, and other tools offering predictive analytics to help inform and guide the conversation surrounding new jobs which, in turn, affects reimagined degrees and curriculum innovations. For instance, in Florida, the Department of Commerce provides projected labor statistics, and the Chamber of Commerce offers helpful reports such as the Florida Jobs 2030 Report (Florida Chamber of Commerce, n.d.). On the national level, nonprofit organizations such as the Brookings Institution conduct research on higher education and the future of workforce development (Levine & Pardue, 2024). Utilizing these types of resources along with a pioneering mindset will be necessary as colleges anticipate and plan for the future.

Community colleges have always evolved to meet student and industry needs. With the recent advancement of artificial intelligence (AI), among other societal and technological changes, there is a pressing need to remain relevant and prepare the next generation to learn a new skill, reskill, or upskill. In the last 15 to 20 years, the overarching mission of community colleges has shifted from access to success to program completion for all students (Bailey et al., 2015). There is also an emerging focus on community vibrancy and preparing students for high-wage, high-demand careers (Achieving the Dream, 2024). The dynamic nature of future job prospects coupled with the mission to provide students economic mobility means that revaluating curricular opportunities is necessary. Leaders can find this argument being made in classic writings such as The Sabre-Tooth Curriculum (Peddiwell, 1939). In this groundbreaking satirical work, the origins of education were grounded in skills such as fish-grabbing and tiger-scaring, which were necessary for survival in this fictional world. As the environment changed, these skills became obsolete, but the society continued to teach the same curriculum despite arguments for change by a few tribal members. Tradition was more paramount than innovation in The Sabre-Tooth Curriculum society (Peddiwell, 1939). In today’s higher education landscape, there is a clear need for flexibility and adaptation to avoid the same sort of stagnation.

How, then, can college leaders make bold predictions aside from the previously mentioned tools and methods at their disposal? Incorporating frameworks from future studies is one practical solution. Scenario planning, for example, might involve envisioning the extent to which technology advances and is integrated into mainstream life in a way that is vastly more pronounced than it is currently. A second approach is a trend analysis in which leaders investigate and identify emerging patterns and developments. Additionally, backcasting provides an opportunity to consider a desired future and work backwards to create the steps necessary to achieve that future. It is likely that a combination of approaches and data analysis will offer the best guidance for progressive curriculum changes.

My picks for the top 10 courses to be implemented in 2030 are shared below in no particular order. Each course includes a course title, course overview, key topics covered, sample hands-on projects, a brief rationale for its inclusion, and future trends and policy implications. These courses were selected by carefully considering educational trends and industry demands to purposefully create innovative possibilities. In some instances, the suggested course could fit into a curriculum plan for new or existing degrees. In other cases, a course could conceivably be part of an unconventional approach to general education requirements. Each course, regardless of how it might be packaged in the overall curriculum, was designed based on current trends and projected future needs.

All of the courses are presented as possibilities rather than certainties. Each course is designed to equip students with a knowledge base that emphasizes practical and advanced applications in various fields. Some of the topics already exist in the community college landscape, but an effort has been made to recognize more advanced topics of study.    

Course 1: Advanced AI and Robotics

This course is an introduction to advanced artificial intelligence and robotics and includes practical applications of these technologies along with a focus on future developments. Key topics covered include machine learning, robotics engineering, and AI-ethics and safety. In this course, students have the opportunity to build and program autonomous robots, develop neural networks for image recognition, and create AI-driven solutions to everyday challenges. AI will be so advanced at this point that many of these projects will not require a thorough understanding of programming and coding. Advanced AI and Robotics is included because of its increasing importance in every industry from healthcare to business to education. The regulation, ethical considerations, and ways in which humans interact with advanced AI will become central in the coming years.

Course 2: Digital Citizenship

Digital Citizenship is designed to teach students how to effectively and responsibly use various forms of digital technologies. Sample learning outcomes include intellectual property rights in an online space, digital literacy evaluation techniques, and online safety. Students will create a customized management plan for a personal digital footprint, research the importance of digital safety, and analyze case studies related to digital piracy. There is an obvious need for a collective and responsible digital behavior for students and across society at large. The experiences in this course could help to inform future policies on digital rights and impact online interactions.

Course 3: Health Informatics and Personalized Medicine

This course explores the intersection of healthcare, personalized treatment, and information technology. Students will investigate topics related to electronic health records, telemedicine technologies, and genomic data analysis. Sample projects include the analysis of genomic data to develop personalized treatment plans and the design of telemedicine implementation strategies for rural and underserved areas. These topics will surely be in demand for any future healthcare practitioner due to the shift toward personalized healthcare that is data-driven to improve overall health and well-being. Future trends may include the ethical considerations of personalized medicine and policy changes based on new technologies and healthcare procedures.

Course 4: Blockchain and Decentralized Finance

This course, as the title suggests, will involve developing an understanding of blockchain technology and its potential applications in finance and other sectors. Topics to be addressed include smart contracts, cryptocurrency and digital assets, the basics of blockchain, and decentralized finance platforms. Students will create and manage a cryptocurrency portfolio and develop smart contracts. Blockchain can also be used by other industries, such as government, healthcare, and media. The policy implications to be explored in greater detail include the establishment of regulatory frameworks and the potential impact on traditional financial systems.

Course 5: Future of Work and Gig Economy Studies

The Future of Work and Gig Economy Studies is designed to analyze how the nature of work has evolved over time and to more fully understand the benefits and drawbacks of the gig economy structure. Key learning outcomes are gig economy platforms such as Upwork and Fiverr, labor rights, remote work trends, and workforce predictions. Students will develop tools to support gig workers and employ an entrepreneurial mindset to create their own gig economy platform based on their personal interests. This course is specifically structured to prepare students for the changing landscape of employment. Students will need to be equipped to protect their personal and financial interests as potential gig workers.

Course 6: Space Exploration and Colonization

This course will explore the challenges and opportunities associated with space exploration and colonization. Students will learn about life support systems, planetary science and habitability, and space travel technologies. Hands-on projects might include the design of a habitat for a Mars colony and all societal elements that may entail in addition to the creation of a mission plan for space exploration. If colonization seems like a distant science fiction-based fantasy, students might also explore the merits of space mining and space tourism. There is growing public interest in these areas, and it will be critical for students to develop an overarching sense of the possibilities and policies for this reality.

Course 7: Future of Transportation: Hyperloop and Flying Cars

This course will investigate the potential impact of emerging transportation technologies. Key topics to be covered are autonomous and flying vehicles, hyperloop technology, infrastructure challenges, and impacts on the environment and economy. Students will design a hyperloop system for a specific route, develop a prototype for a flying car, and research how these modernizations could impact passenger travel and supply chain management. These innovations could revolutionize traditional transportation methods, but students would also need to consider the regulatory frameworks for new transportation modes and the impact on urban planning.

Course 8: Virtual Reality Mind Games

Virtual Reality Mind Games will explore the use of virtual reality (VR) in cognitive training and entertainment. Topics of interest include the intersection of cognitive science and VR applications, VR game development principles, and psychological concerns. Students will develop a VR game to assist with cognitive training and memory improvement and create VR experiences for therapeutic purposes. Technology might advance to the point that digital memories can be created for individuals to relive past experiences. VR will very likely become increasingly prevalent, prompting a need for students to realize ethical considerations and other practical regulations.

Course 9: Sport Analytics and Performance Enhancement

This course will be an in-depth investigation of how data analytics and technology are renovating sport performance, strategy, and coaching. The key topics are sport analytics, data collection methods in sports, statistical analysis in sports, wearable technology and biometrics, injury prevention analytics, and sports management. Hands-on projects include analyzing game data to develop winning strategies, designing a new wearable device to monitor performance, and creating a data-driven skills development program for an entire team. There is a growing reliance on data and technology in sports, and this course will help prepare students for careers in sport analytics, coaching, and other leadership positions. Future trends might involve investigating the concept of fair and competitive play in the context of performance-enhancing technologies.

Course 10: Digital Detox

Although many of the previously mentioned courses have highlighted new technologies, this course, aptly named Digital Detox, will focus on strategies for managing personal digital device usage with the aim of improving mental and physical health. The topics covered will include mindfulness, strategies to reduce screen time, and the development of daily healthy digital habits. Students will create a personal digital detox plan and spend purposeful time away from their phones and devices by exploring other hobbies, such as painting or exercising outdoors. Based on the increasing concern over digital addiction, policies need to be promoted and behaviors modeled to promote digital well-being. These same detox approaches could be applied to workplaces.

Final Thoughts

These courses, some of which focus on interdisciplinary thinking, all offer transformative potential in higher education’s nuanced mission of preparing students for future careers. Educators, policymakers, and other key stakeholders can embrace innovation, forward thinking, and adaptability to position students for prosperity and meaningful endeavors. Education, as a microcosm of society at large, is dynamic and rapidly changing. It remains essential for community colleges to foster skills and experiences that are aligned with evolving workforce needs to ensure that teaching and learning does not replicate the stagnation depicted in Peddiwell’s The Sabre-Tooth Curriculum (1939). Perhaps these courses offer a glimpse of future needs and will compel leaders to creatively imagine 2030 and beyond.

References

Achieving the Dream. (2024, February 21). ICAT 2.0: ATD's updated institutional capacity framework leads colleges into the new generation of student success work. https://achievingthedream.org/updated-institutional-capacity-framework-new-generation-student-success-work

Bailey, T. R., Jaggars, S.S., & Jenkins. D. (2015). Redesigning America’s community colleges: A clearer path to student success. Harvard University Press.

Florida Chamber of Commerce. (n.d.) Florida jobs 2030: A cornerstone series report for the Florida 2030 initiative. https://www.flchamber.com/research/research-programs/florida-jobs-2030

Levine, P., & Pardue, L. (2024). Yes, college is worth it. Brookings Institute. https://www.brookings.edu/articles/yes-college-is-worth-it

Peddiwell, A. J. (1939). The saber-tooth curriculum. McGraw-Hill.

Nicholas Vick, Ed.D., is Dean, Applied Sciences and Technology Division, at Tallahassee State College in Tallahassee, Florida.

Opinions expressed in Innovation Showcase are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.