In Durham College (DC) classrooms, students aren’t just learning course concepts — they’re building the skills that employers consider essential in today’s evolving workforce.

“We’re focused on preparing students for the opportunities and challenges of tomorrow,” says Dr. Jean Choi, Vice President, Academic and Students. “Artificial intelligence (AI) is reshaping how people learn and work, and Durham College is responding with intention – thoughtfully embedding emerging technologies into hands-on learning experiences that help our graduates develop the adaptability, creativity, and leadership skills they need to succeed in a rapidly changing world.”

This approach is evident across many DC programs, where students interact with AI tools trained on their course materials, using them to test ideas, refine research questions, and make informed decisions. The goal isn’t simply to get answers faster, but to cultivate critical thinking, problem-solving, and strategic technology skills — the very talents employers are looking for among graduates.

DC was an early adopter of AI, embracing it as a teaching and learning tool and taking a future-focused approach that equips both faculty and students with the knowledge and expertise to succeed in a technology-driven world.

For Jonathan Carrigan, a professor in the Faculty of Business and Information Technology, this evolution began with his own curiosity in 2023. “One week after ChatGPT exploded onto the scene, I experimented over the Christmas break and realized it would change everything,” he recalls. These early explorations led to a professional development session with 60 faculty members and eventually to a broader role supporting AI adoption across the college.

In Carrigan’s classrooms, AI is intentionally embedded to enhance student learning, not replace it. He creates a custom generative pre-trained transformer (GPT) for every course – an AI model trained on course materials to serve as 24/7 learning support. He also embeds AI literacy training into lessons, teaching students how to prompt effectively, evaluate outputs, and apply practices responsibly, skills they can carry into any professional setting.

“Artificial intelligence is like playing a guitar,” Carrigan explains. “Anyone can strum it, but it won’t make music unless you learn how to play it well.”

This philosophy is shaping the DC experience and students are seeing the impact. Sarah Adesuyi, a second-year Marketing – Business student, says AI has helped her approach assignments differently. “Professor Carrigan’s teaching methods feel balanced and realistic,” she says. “He shows us when AI can add value to enhance our analysis and understand why certain decisions work,” she says.

Fellow student, Ayah Akel, says learning to build custom GPTs has changed how she approaches learning altogether. “AI has become a thinking partner,” she explains. “I now feel confident using it strategically in class and eventually my future career.”

Alongside his teaching, Carrigan works as an AI consultant in DC’s Centre for Teaching and Learning (CTL), where he helps faculty members explore the technology in ways that align with their disciplines and student needs.

His current focus is extending beyond classroom tools, exploring how AI is reshaping the ways organizations operate, what employers value, and the skills graduates need to thrive. With job postings, hiring practices, and workplace expectations evolving faster than most curricula can keep up, Carrigan is examining what this means for program design, course development, and the competencies students will need to succeed.

By integrating AI resources and supporting faculty innovation, DC is equipping graduates with more than technical know-how — they leave with the confidence and skills to contribute in an AI-integrated economy.