Abstract

Recent layoffs across major technology firms—such as Google, Microsoft, and Meta—have amplified concerns about job stability in Information Systems (IS), particularly in roles vulnerable to automation and outsourcing (Smith, 2024; Brown & Jones, 2023). These market disruptions demand a reevaluation of IS education to ensure graduates are equipped with relevant and adaptable skills for a shifting digital landscape. This paper explores the implications of these economic and technological trends across three dimensions: curriculum development, faculty adaptation, and student preparedness. Emerging technologies like artificial intelligence, cloud computing, and cybersecurity are reshaping industry expectations, necessitating curricula that incorporate data science, machine learning, and digital ethics alongside traditional programming and database instruction (Lee & Patel, 2023). Faculty face mounting pressure to remain current with these trends, highlighting the need for institutional support through continuous professional development and industry-academic collaboration (Johnson, Roberts, & Kim, 2022). Simultaneously, enrollment and career confidence among students have been impacted by market instability. Institutions must respond by offering strong career counseling, applied learning experiences, and flexible, modular programs that can evolve with industry demands (Davis & Martinez, 2023). By instilling a culture of lifelong learning and fostering partnerships with tech employers, IS education can remain resilient and responsive. These strategies will better prepare students and educators to navigate an uncertain yet opportunity-rich digital economy (Williams, 2024).

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