The article frames a broader workforce conversation that higher education increasingly intersects with: how AI disruption reshapes career planning and how workers manage perceived irrelevance risk. It highlights research on shifting skill demands and changing engagement patterns, pointing to an environment where students and early-career graduates may receive mixed signals about employment stability. Rather than focusing on a single institution or policy, it centers on how psychological and labor-market metrics are being used to assess readiness for an AI-altered economy. The result is a continued push for education systems to update advising, experiential learning, and employability outcomes so students can navigate uncertainty. For colleges and universities, the story reinforces that student success work must account for both academic preparation and readiness for evolving workplace expectations—including credential relevance, internship quality, and reskilling pathways.