Innovation, artificial intelligence and automation: student perceptions on the future of work at the National University, University of Costa Rica, Technical University of Costa Rica and State Distance University

Abstract

Introduction: The rapid integration of technological innovation into everyday life, along with the growing presence of artificial intelligence and automation in the labor market, has generated increasing levels of uncertainty about the future of many professions - particularly among working university students. In the Costa Rican context, these transformations pose significant challenges for higher education, as they demand training aligned with dynamic, highly digitalized professional environments. This study examines the perceptions of students from public universities in Costa Rica, considering the impact of technological advances on their professional trajectories, their level of preparedness, and the strategies they have adopted to cope with these changes. Methodology: The study followed a quantitative approach using a non-experimental, descriptive, cross-sectional design. The sample consisted of 176 regularly enrolled, working students from four public universities in Costa Rica. A structured questionnaire with Likert-type scales was administered through Google Forms. Data were analyzed using descriptive statistical methods with the SPSS statistical software. Results and Discussion: The findings reveal a high level of concern regarding the possible replacement of professional roles due to automation. In addition, participants reported a moderate perception that their university education may be insufficient to fully adapt to rapid technological change. At the same time, there was strong participation in complementary training activities. This combination suggests a perceived gap between the formal curriculum and current labor market demands, alongside a proactive response grounded in continuous learning. Conclusions: The results portray a student profile that is aware, motivated, and adaptable, yet exposed to inequalities in digital preparation. The study concludes that Costa Rican public universities should strengthen advanced digital literacy and update their curricula accordingly. Furthermore, they should develop continuing education strategies that help reduce existing gaps and promote equitable and sustainable workforce integration in the digital era.