Abiodun Emiola Alabi is an AI Product Leader and digital technology founder specialising in workforce intelligence, workplace digital transformation, and Responsible AI. She is the founder of CareerLensAI, an AI-powered workforce intelligence and employability platform helping students and professionals prepare for the future of work.

She is also the co-founder of MyWorkCheck360, an HR technology platform promoting workplace transparency in Africa, and the convener of AI for Her, an initiative advancing practical AI and digital skills for women across Africa. In this interview, she shares her perspective on the future of work, workforce intelligence, AI readiness, and why Africa must rethink how it prepares young people for the digital economy.

Africa has one of the world’s youngest populations, yet youth unemployment remains high. Where do you think the disconnect lies?

The disconnect isn’t because Africa lacks talented young people. We have one of the most energetic, creative and ambitious youth populations anywhere in the world. The challenge is that education and the labour market are evolving at different speeds. Many universities are still preparing students primarily for graduation, while employers are increasingly recruiting for skills, adaptability and digital capability.

A degree remains important, but on its own, it is no longer enough. The World Economic Forum’s Future of Jobs Report highlights that technological change, particularly AI, is reshaping the skills employers value. Across industries, organisations are placing greater emphasis on analytical thinking, digital literacy, problem-solving and the ability to work effectively with AI. Unfortunately, many students only begin thinking about employability when they are about to graduate. I believe that conversation should begin much earlier.

That belief inspired me to build CareerLensAI to help students understand emerging career opportunities, identify skills gaps and prepare for the future of work while they are still in school, not after they have entered the job market. Ultimately, Africa doesn’t have a youth talent problem. We have an information and opportunity gap, and technology can help close it.

Many graduates leave university with good grades but still struggle to get jobs. What are traditional academic models missing?

I don’t think universities are failing. Universities were established to provide academic knowledge, research and critical thinking, and they continue to play that role extremely well. However, the workplace has changed far more rapidly than most educational systems. Employers now expect graduates to demonstrate digital skills, practical experience, adaptability and continuous learning alongside academic achievement.

By combining AI with workforce intelligence, we’re helping students make more informed career decisions, discover alternative career pathways and access personalised learning recommendations before graduation. The goal isn’t to replace university education. It’s to complement it with real-time labour market intelligence that prepares students for a rapidly changing world.

How is artificial intelligence reshaping the skills employers demand across Africa?

AI is changing work in two important ways. First, it is automating routine and repetitive tasks. Second, and perhaps more importantly; it is increasing the value of uniquely human capabilities. Today’s employers are looking for professionals who know how to work alongside AI rather than compete against it. That means understanding how to use AI tools effectively, interpret information critically, communicate clearly and solve increasingly complex problems.

We’re already seeing organisations place greater emphasis on AI literacy, digital collaboration, data-informed decision-making and continuous learning. At the same time, skills such as creativity, emotional intelligence, leadership and ethical judgement are becoming even more valuable because these remain areas where human capability makes the greatest difference. For young Africans, the message is encouraging. AI isn’t removing opportunities. It is changing what it means to be prepared for those opportunities. Those who embrace lifelong learning will be best positioned to succeed.

You’ve spoken frequently about ‘workforce intelligence.’ What does it mean, and why is it becoming increasingly important?

Workforce intelligence is about making better decisions using data. For many years, career decisions, hiring decisions and workforce planning were often based on assumptions or limited information. Today, we have access to labour market data, skills intelligence, and AI that can help us understand where opportunities are emerging, which skills are in growing demand, and where capability gaps exist.

Instead of asking, “What jobs exist today?” Workforce intelligence helps us ask, “What skills will be needed tomorrow?” That shift is incredibly important. For students, it means making better career decisions. For employers, it means planning talent more effectively.

For universities, it means understanding whether graduates are developing skills that match future workforce needs. I believe workforce intelligence will become one of the defining capabilities of organisations, governments and educational institutions over the next decade.

Can AI genuinely improve graduate employability, or is it simply another technology trend?

I believe AI has enormous potential to improve graduate employability, but only when it is used responsibly. AI should not replace teachers, career advisers, or mentors. Instead, it can make personalised career guidance more accessible to students who may not otherwise have access to it.

For example, a Nursing student should not assume that the only future available to them is traditional clinical practice. Their knowledge of healthcare, patient care, and clinical processes can also open pathways into areas such as health technology, digital health operations, healthcare data, AI-enabled patient services, and health informatics. Similarly, a Business Administration student can explore opportunities in areas such as AI-enabled business operations, business analytics, digital transformation and AI-supported project management.

That is the kind of career exploration CareerLens AI is designed to support. The platform looks beyond a student’s degree title. It considers their interests, skills and existing capabilities, then helps them identify emerging career pathways, understand the skills those pathways require and discover relevant courses or certifications that can help them prepare.

We’ve seen students discover career possibilities they had not previously considered simply because they gained access to more personalised career intelligence rather than relying only on traditional career advice.

For me, employability is no longer simply about earning a qualification. It is about understanding how your knowledge and skills can evolve as the labour market changes. AI can help students see those possibilities earlier, prepare more intentionally, and make better-informed decisions about their future.

What inspired you to build CareerLensAI, and what problem were you trying to solve?

CareerLens AI started with a question that stayed with me for years – Why do so many talented young people work so hard to earn a degree, yet still struggle to find direction after graduation? Having spent years working in HR, workforce transformation, and digital innovation, I saw a recurring pattern. Students weren’t lacking ambition they were lacking access to timely career intelligence. Many didn’t know what skills employers were looking for, how AI was changing industries, or what emerging opportunities existed beyond the traditional career paths they were familiar with.

I realised that career guidance should not be a one-time conversation in a student’s final year. It should be a continuous journey supported by data, technology, and real-time labour market insights. That vision became CareerLens AI. Rather than simply helping people search for jobs, we wanted to help them prepare for opportunities before those opportunities arrived. The platform uses AI to help users discover career pathways, understand their strengths, identify skills gaps, and access learning recommendations tailored to their goals. For me, CareerLens AI is not just about employability. It is about giving young people greater clarity and confidence as they navigate a rapidly changing world.

Which digital skills do you believe every young African should begin developing today?

I usually encourage young people to focus on three areas. The first is AI literacy. Whether you’re studying law, agriculture, medicine, accounting, engineering, or education, understanding how to use AI responsibly is becoming an essential workplace skill rather than a specialist skill. The second is digital fluency.

This includes areas such as digital communication, data literacy, productivity tools, online collaboration, research, and workflow automation. These skills are increasingly valuable across almost every profession. The third is what I call human advantage. As AI becomes more capable, qualities like critical thinking, creativity, communication, emotional intelligence, leadership, and ethical decision-making become even more valuable. Technology will continue to evolve. Our ability to learn, adapt, and solve complex human problems will remain our greatest competitive advantage.

Many experienced professionals are worried that AI could make their roles obsolete. What can they do to remain relevant?

It is understandable for professionals to feel concerned. AI is changing how work is performed, and we should be honest about that: AI is already replacing some tasks and, in some cases, reducing the demand for certain roles. But that is only one side of the story. AI is also creating new roles and transforming existing ones. The important question is therefore not simply, “Will AI replace my job?” It is, “How can I build on the skills and experience I already have and combine them with AI?”

Hiring is also increasingly moving towards a skills-based approach. That is one of the ideas behind CareerLens AI. Rather than looking only at someone’s current job title, the platform analyses their years of experience, the skills they have developed, and the roles they have performed. It then helps identify AI-enabled roles and emerging roles that they could potentially transition into while building on the experience they have already accumulated. It can also identify relevant courses, certifications, and additional skills that could support that transition.

For example, an experienced accounting professional may discover pathways such as AI-enabled financial analysis, finance automation, or AI-assisted financial operations. An HR professional with experience in compliance, policy and employee relations could explore pathways such as AI-enabled HR operations, AI ethics, or AI operation compliance Etc.

AI will change the nature of work, but people don’t have to start their careers again from zero. Their existing experience, skills, and domain knowledge can become the foundation for new opportunities when combined with the right technology and continuous learning. So rather than asking only, “Will AI replace my job?”, I encourage professionals to ask:

“What skills have I already built, how can AI augment them, and what new opportunities can those combined capabilities prepare me for?” I believe the future of work will increasingly favour people who can combine their existing expertise with AI, continue learning, and adapt their skills as work evolves.

What changes would you like to see universities make to better prepare graduates for the digital economy?

I believe universities have an exciting opportunity to redefine what career preparation looks like. Academic excellence will always matter, but it should be complemented by stronger industry engagement, practical experience, digital capability, and career intelligence. I would love to see more universities: Embed AI literacy across all disciplines, not just technology programmes. Partner more closely with employers and technology companies.

Provide students with practical projects that solve real-world problems. Introduce career guidance much earlier in the student journey. Measure graduate employability alongside academic achievement. I also believe universities should begin paying closer attention to workforce intelligence. Understanding which skills are growing, which industries are evolving, and where graduates are succeeding can help institutions make more informed decisions about curriculum development and student support. If we prepare students for lifelong learning rather than simply preparing them for their first job, we will build graduates who are ready not only for today’s workforce but also for tomorrow’s opportunities.

Beyond technical skills, what do you believe is the biggest gap employers see in today’s graduates?

From my conversations with employers and my experience in workforce transformation, I don’t believe the biggest gap is technical knowledge. It’s workplace readiness.

Many graduates possess academic knowledge but haven’t had enough opportunities to apply that knowledge in real-world environments. Employers are increasingly looking for people who can collaborate across teams, communicate effectively, solve problems, adapt to change, and use digital tools confidently. Technical skills may help someone secure an interview, but it’s often adaptability, curiosity, and the ability to learn continuously that determine long-term success.

What kind of collaboration is needed between governments, universities and technology companies to prepare Africa’s workforce?

Preparing Africa’s workforce for the AI era cannot be the responsibility of one institution alone. Governments have an important role in investing in digital infrastructure, supporting innovation, and creating policies that encourage responsible AI adoption. Universities need to strengthen collaboration with industry so that students graduate with skills that reflect the realities of today’s labour market rather than yesterday’s.

Technology companies and founders also have a responsibility beyond building products. We should help translate emerging technologies into practical tools that improve education, employability, healthcare, and workforce development.

What do you believe the African workforce will look like over the next decade?

I believe the African workforce will become more digital, more connected, and increasingly global. Young professionals will collaborate across countries, work remotely for international organisations, build digital businesses, and create solutions that serve both local and global markets. We’re already seeing this shift; Across Africa, young innovators are building technology companies, launching startups, creating digital products, and contributing to global innovation from within the continent. I also believe workforce intelligence will become increasingly important. Organisations will rely more on data to understand skills, predict workforce needs, and invest in talent development.

Countries that prioritise digital skills, AI literacy, and lifelong learning today will be better positioned to compete in tomorrow’s economy. For Africa, this isn’t simply about catching up with global trends. It’s about helping shape them.