How Automated Vehicles affects Education and Workforce
The automotive industry is undergoing a transformative shift driven by advancements in technology, changing consumer preferences, and global sustainability goals. As the industry evolves, the need for a skilled workforce equipped with the knowledge and expertise to navigate this changing landscape becomes increasingly critical. On one hand, automated vehicles (AVs) will likely displace some jobs such as taxi drivers, bus drivers, and truck drivers. On the other hand, widespread AV deployment will create new jobs and fundamentally change many others. For example, skills needed to manufacture and maintain these vehicles will be very different from those currently needed in these markets. Understanding anticipated shifts in job availability, roles and responsibilities, and required skill sets over time will serve as a crucial foundation for developing targeted training programs, implementing strategic workforce development initiatives, and ensuring that individuals possess the requisite skills and competencies to thrive in this dynamic and rapidly evolving sector [1].
The workforce shift and changes in labor demands are directly related to the acceptance of AVs. While previous study has found several elements that contribute to the shift in acceptance of AVs following education, as of 2019 there was a paucity of investigation into the specific components that influence this change at the individual level [2]. Another aspect influencing workforce development strategies and efforts in AVs is the accuracy of AV technology advancement timeframes. This is because the widespread deployment of AVs will have an influence on a variety of transportation-related jobs [3]. As a result, having an accurate AV deployment schedule will aid in the development of appropriate and suitable public policies, as well as the creation of well-planned budgets for workforce development [1].
References
S. Agrawal, A. M. Schuster, N. Britt, E. A. Mack, M. L. Tidwell, and S. R. Cotten, “Building on the past to help prepare the workforce for the future with automated vehicles: A systematic review of automated passenger vehicle deployment timelines,” Technol. Soc., vol. 72, p. 102186, Feb. 2023, doi: 10.1016/j.techsoc.2022.102186.
S. Nordhoff, M. Kyriakidis, B. van Arem, and R. Happee, “A multi-level model on automated vehicle acceptance (MAVA): a review-based study,” Theor. Issues Ergon. Sci., vol. 20, no. 6, pp. 682–710, Nov. 2019, doi: 10.1080/1463922X.2019.1621406.
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A. Yankelevich et al., “Preparing the Workforce for Automated Vehicles,” in Truck Platooning State of the Industry 2018, American Center for Mobility, 2018. [Online]. Available: https://comartsci.msu.edu/sites/default/files/documents/MSU-TTI-Preparing-Workforce-for-AVs-and-Truck-Platooning-Reports%20.pdf
Related Literature Reviews
See Literature Reviews on Automated Vehicles
See Literature Reviews on Education and Workforce
Note: Mobility COE research partners conducted this literature review in Spring of 2024 based on research available at the time. Unless otherwise noted, this content has not been updated to reflect newer research.
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