aiMOOC

ABI - The changing world of work

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ABI - The changing world of work

Mini description: Explore how changing skills, remote work, global cooperation and career flexibility reshape the world of work. You will use current English-language sources, analyse data and media, discuss competing perspectives and produce your own Abitur-style responses.

Level: English B2, with selected C1-oriented challenges. Course: shared BF/LF course for the gymnasiale Kursstufe in Baden-Württemberg. BF follows a more structured, exemplary path; LF works with a broader source base, greater text complexity, independent source connections and more AFB II/III.

Source and exam check: This course was updated on 3 October 2026 with the Baden-Württemberg regulations for the 2027 Abitur. The official 2027 Schwerpunkt in English is On the Move: Migration and Cross-Cultural Encounters; The changing world of work is therefore a transfer and skills topic, not a replacement for the compulsory Schwerpunkt or Pflichtkanon. It can be connected to current social, cultural and political developments in the USA and the UK and trains the official competences in listening, reading, analysis, writing, speaking and mediation.

Official Facherlass Abitur 2027 – Baden-Württemberg

Einleitung

Work is changing, but not in one single direction. AI and digitalisation alter tasks and skills; remote and hybrid work change where some people work; international teams depend on cooperation across borders; and many careers include retraining, role changes or new working arrangements. At the same time, these developments differ strongly by occupation, sector, qualification, country and individual situation.

The aim of this aiMOOC is not to predict one fixed “future of work”. Your task is to ask better questions: What is changing? For whom? According to which evidence? What are the limits of the source?

Media start: Watch only a short self-selected section of the World Economic Forum video first. Do not try to understand every word. Note three changes in work and two claims that you would want to verify in another source.

I-can goals

I can distinguish predictions, survey results and established facts.
I can explain changing skill demands using precise topic vocabulary.
I can analyse how statistics, structure, register and examples shape a non-fiction text.
I can interpret data about remote work without overgeneralising from the sample.
I can compare perspectives on global cooperation and career flexibility.
I can speak and write in a clear claim-evidence-reasoning structure.
I can mediate relevant information between German and English for a defined audience.
I can check AI-supported work against original sources and remain the author of my own response.

Before you start: Activate prior knowledge

See – Think – Wonder: Describe the image without interpretation first. Then infer what forms of communication are visible. Finally formulate two questions about modern teamwork.
Four-corner prediction: Which force may affect work most strongly in the next five years: technology, demography, climate transition or international economic change? Give one reason and one uncertainty.
Word map: Connect skills, workplace, cooperation and career with words you already know. Mark words you can actively use and words you only recognise.

Learning path / Lernweg

Phase	BF path	LF extension
Input	Two core sources per module, guided notes	Additional source, methodology and source comparison
Language	B2 sentence frames, context clues, word families	More independent C1-oriented reformulation and precision
Analysis	One main device or data feature at a time	Several features linked to purpose, audience and limitations
Production	Short, structured speaking and writing	Broader synthesis, counterargument and independent material connection
AFB	I and II with selected III	Stronger emphasis on II and III

Important: Difficulty is created by thinking, source connection and precision — not by unnecessarily complicated English.

Vocabulary strategy: English first

Use this order before asking for German help: context → word family → visual clue → simple English explanation → monolingual dictionary → bilingual dictionary → German help only if still needed.

Word	Word family	English explanation	Context clue
reskill	skill – reskill – reskilling	learn skills for a different or strongly changed role	A technician trains for a new digital role.
upskill	skill – upskill – upskilling	improve or add skills for current or future tasks	An employee learns data analysis for the same field.
employability	employ – employer – employee – employment – employability	the ability to obtain and remain suitable for work	Qualifications, experience and transferable skills can contribute to it.
adaptable	adapt – adaptable – adaptability – adaptation	able to adjust to new conditions	A team changes tools and routines when circumstances change.
collaborate	collaborate – collaboration – collaborative	work with others towards a shared result	Several teams create one product together.
resilient	resilient – resilience	able to recover and continue after difficulties or change	A worker learns from a failed project and adjusts.
displacement	displace – displacement	the loss or reduction of existing roles or tasks because structures change	Automation can remove some tasks while other tasks appear.
hybrid work	hybrid – hybrid working	work divided between home or another remote location and an employer site	Two days at home, three days at the workplace.

Deutsch nur bei Bedarf: reskilling = Umschulung/Erwerb neuer Fähigkeiten; upskilling = Weiterqualifizierung; employability = Beschäftigungsfähigkeit; resilience = Widerstandsfähigkeit; job displacement = Verdrängung von Arbeitsplätzen oder Tätigkeiten.

Cambridge Dictionary · Oxford Learner’s Dictionaries

Module 1: Changing skills

Source snapshot 1 – World Economic Forum, 2025: The Future of Jobs Report 2025 is based on the views of more than 1,000 employers representing more than 14 million workers across 22 industry clusters and 55 economies. Employers expected about 39% of workers’ existing skill sets to change or become outdated by 2030. The report identifies technology skills such as AI and big data as fast-growing, but also highlights analytical thinking, resilience, flexibility, agility and collaboration-related human skills.

Caution: These are employer survey expectations for 2025–2030, not guaranteed outcomes for every worker or country.

Source A: World Economic Forum – Future of Jobs Report 2025

Source snapshot 2 – ILO and partner institutions, 2026: A joint report on skills in the age of AI argues that AI adoption changes the mix of cognitive, socioemotional and digital skills and makes AI literacy, adaptability, resilience and human agency increasingly important.

Source B: ILO – Changing landscape of skills in the age of AI

Source snapshot 3 – OECD, 2026: The OECD describes AI as a technology that can create opportunities and productivity gains while also contributing to job displacement. Effects differ by sector, region and skill level, so adaptation requires more than one universal skill set.

Source C: OECD – Skills in the AI age

Reading task: Skill change without hype

BF: Read Source A’s summary and Source B’s introduction. Create a two-column table: technical skills and human/transferable skills. Add one source limitation.
LF: Add Source C. Compare how the three institutions frame opportunity, risk and responsibility. Identify where their claims overlap and where their emphasis differs.
All: Find one sentence in a source that signals uncertainty or projection. Paraphrase it in your own English instead of copying it.

Word formation lab

Transform the base word so that it fits the sentence.

adapt → “Career ______ can help people respond to changing tasks.”
collaborate → “International projects require ______ problem-solving.”
employ → “Digital skills can affect long-term ______.”
resilient → “The report presents ______ as an important human skill.”
analyse → “______ thinking helps workers evaluate information.”

Self-check strategy: First identify the required word class. Then form the word. Only after that check spelling in a dictionary.

Module 2: Remote and hybrid work

Evidence first: A 2025 Stanford-led Global Survey of Working Arrangements analysed more than 16,000 college-educated workers in 40 countries surveyed from late 2024 to early 2025. Work from home differed strongly across regions. In a balanced set of countries, average WFH fell after 2022 and then broadly stabilised.

Source D: Stanford SIEPR – Working from Home in 2025

Do not overgeneralise: The sample focuses on college-educated workers whose jobs are more likely to permit working from home. It does not represent every occupation or every worker worldwide.

Data visualisation

Use this simplified data from the Stanford SIEPR summary for a comparable set of countries:

Survey wave	Average WFH days per week
2022	1.60
2023	1.33
2024/2025	1.27

Create a small line chart on paper or in a local editor. Add title, axes, units and source.
BF: Describe the trend in three sentences using fell, levelled off, approximately.
LF: Explain why the graph supports “stabilisation” more strongly than “remote work is disappearing”. Add one limitation about sample composition.
Transfer: Name one occupation for which these figures may be less relevant and explain why.

Listening / Viewing: Remote work language

Use an English-language interview, podcast or news report on hybrid work from a reputable source selected by your teacher or class. Work in three passes:

First viewing: Listen without subtitles for the overall position.
Second viewing: Use English subtitles if available and note evidence, examples and key vocabulary.
Third viewing: Identify one claim that needs outside verification. Check it against Source D or another primary/research source.

Privacy: Any voice recording is voluntary. Keep recordings private unless everyone involved has explicitly agreed to sharing them.

Module 3: Global cooperation at work

Global work can involve multinational supply chains, cross-border project teams, shared research, platform-based services and remote collaboration. Cooperation is not automatically smooth: time zones, language, regulation, unequal access to technology, organisational culture and conflicting interests can complicate it.

The World Economic Forum’s Global Cooperation Barometer 2026 uses 41 indicators across five areas: trade and capital, innovation and technology, climate and natural capital, health and wellness, and peace and security. Its 2026 report says overall cooperation remained broadly steady while becoming more targeted, regional and interest-based in some fields.

Source literacy: The barometer is one analytical model produced by the World Economic Forum and McKinsey. Treat its choice of indicators and categories as something to analyse, not as a neutral definition of “cooperation”.

Source E: Global Cooperation Barometer 2026

Viewing task: Use a short selected passage rather than the complete briefing. Note the claim, the evidence mentioned and the speaker’s institutional perspective. Then compare it with the 2026 source page.

Cooperation case: A distributed team

Imagine a project with designers in Stuttgart, software developers in Manchester and suppliers in Singapore.

BF: Choose three practical challenges and propose one solution for each.
LF: Add one structural issue such as data protection, time-zone inequality, contractual differences or unequal bargaining power. Explain how this changes the simple idea that “digital tools make distance irrelevant”.
Speaking: Hold a four-minute team meeting. One learner chairs, one summarises, one challenges assumptions and one records decisions.

Module 4: Career flexibility

Career flexibility can mean changing tasks, employers, working patterns, occupations or fields over time. It may be chosen, negotiated or forced by economic change. Do not treat flexibility as automatically positive or negative: ask who has options, who carries risk and what support is available.

The WEF 2025 survey projects substantial job creation and displacement by 2030, but these are modelled expectations based partly on employer forecasts. The useful question is not “Will my future job disappear?” but “Which tasks may change, which skills transfer, and what evidence supports the claim?”

Career portfolio task

Create a fictional learner profile. Do not use real personal data.

Profile example: Sam, 19, interested in media and logistics, strong in English and teamwork, basic spreadsheet skills, no coding experience.

BF: Design two possible three-year pathways for Sam. Each pathway needs one qualification step, one practical experience and one transferable skill.
LF: Add an uncertainty scenario: AI changes one key task, an international project becomes central, or a remote-work policy changes. Adapt both pathways and justify your decisions.
Reflection: Which elements of a career can a person influence directly, and which depend on organisations, labour markets or public policy?

Reading source lab

Use excerpts or sections directly on the linked pages; do not copy entire copyrighted texts into your notes.

Source	Best use	Question
WEF 2025	Employer expectations, skills and job projections	Which figures are forecasts rather than observations?
OECD 2026	AI, skills, labour-market differences	How does the source balance opportunities and risks?
ILO 2026	Skills, human agency and AI literacy	Which skill categories become more important?
Stanford SIEPR 2025	Remote-work survey evidence	Who is represented in the sample, and who is not?
WEF 2026	International cooperation indicators	How is “cooperation” operationalised?

BF route: Work closely with two sources and one visual.

LF route: Connect at least three sources and distinguish data, interpretation, institutional perspective and limitation.

Analysis toolbox

For a non-fiction source, move from what to how to why.

Content: What is the central claim?
Structure: How does the line of argument develop?
Language: Which register, lexical fields, tone or syntax are used?
Communicative strategies: How do statistics, examples, quotations, comparisons and forms of address support the purpose?
Perspective: What does the source foreground or leave out?
Evidence check: Is a number observed, estimated, projected or reported by someone else?
Visual material: Analyse composition, proportion, scale, perspective, captions and labels where relevant.

Sentence frames – BF: “The author uses … to emphasise …”; “The statistic supports the claim that …, but it does not show …”; “The source is useful for …, although the sample is limited to …”.

LF upgrade: “The accumulation of … frames the development as …”; “This inference is plausible within the sample, yet it cannot be generalised to …”; “When read alongside Source …, the claim becomes more/less convincing because …”.

Speaking

BF: Structured micro-speaking

Prepare a two-minute response: “Which skill is most transferable across changing careers?” Use one source and one example.
In pairs, challenge one assumption in your partner’s argument.
Reformulate your final claim after the challenge.

LF: Abitur-oriented discussion

Prepare a five-minute monologic contribution using a visual or statistic, followed by a structured discussion. Possible thesis: “Career adaptability matters more than specialised knowledge in a rapidly changing labour market.” Your task is not to agree automatically: define the terms, use evidence, address a counterargument and qualify your conclusion.

Writing

Choose one task.

BF – article paragraph set: Write a structured response for a school careers magazine: “How can young people prepare for changing work without trying to predict one perfect career?” Use at least two source-based points.
LF – material-based article: Connect the skills, remote-work and cooperation materials. Evaluate the statement: “The future of work will mainly reward flexibility.” Distinguish individual flexibility from structural conditions.
Creative option: Write a speech manuscript for a fictional student careers conference titled “Skills for work we cannot fully predict yet”.

No replacement essays: You write the argument and final wording yourself. AI may support brainstorming, language feedback or source checks only when your teacher permits it. Any AI-generated factual claim must be verified against the original source.

Mediation

Fictitious practice material – not real company data:

A fictional Baden-Württemberg company, Nova Tools, employs 240 people. Office-based teams may work remotely up to two days per week when tasks allow it. Production staff work mainly on site. The company plans short internal courses on data literacy, English for international teams and cyber-security. Participation in the pilot programme is voluntary. Managers must document which tasks require physical presence.

Situation: An English-speaking partner organisation asks what the pilot is designed to do. Mediate the relevant information into clear English. Do not translate sentence by sentence. Select information for the audience and explain one possible fairness issue.

Responsible AI and source checking

Check author or institution, publication date and original source.
Label a forecast as a forecast and a survey result as a survey result.
Check sample, geography and target population before generalising.
Verify important numbers in the source rather than trusting an AI summary.
Keep a short record of AI use if it contributed to planning or feedback.
Do not upload classmates’ work, recordings, personal data or copyrighted materials to external AI systems without explicit permission and a lawful basis.
Do not let AI write a substitute essay, speech or analysis that you submit as your own work.

Feedback and error analysis

Use the sequence Task → Evidence → Analysis → Language → Source handling.

Typical error	Why it matters	Repair move
“Remote work is now normal everywhere.”	Overgeneralises from a specific sample.	Name the sampled population, countries and variation.
“39% of jobs will disappear.”	Confuses changing skill sets with job loss.	Return to the exact measure and source.
“The report proves what will happen in 2030.”	Treats projections as facts.	Use projects, expects, estimates and name assumptions.
“AI says that …”	Gives no verifiable source.	Find and cite the original source before using the claim.

Peer feedback: Mark one strong evidence link, one unclear inference and one language choice that could be more precise. The writer decides which suggestions to adopt.

Transfer challenge

Choose a real public job advertisement without submitting personal data anywhere.

Identify five explicit skill requirements.
Classify them as technical, transferable, language-related or organisational.
Compare the advertisement with one 2025/2026 source from this course.
Explain one skill the advertisement does not mention but that might still matter.
LF: evaluate whether the advertisement reflects broader labour-market change or only one organisation’s needs.

Abi-Check 2027 Baden-Württemberg

Checked against the official Facherlass 2027.

For the Leistungsfach, the written English examination includes listening and writing. The writing component works with unfamiliar literary or non-literary material and can include images, statistics or diagrams. Reading comprehension, analysis and a personal response or creative writing task are part of the written work. Non-fiction analysis can focus on structure, use of language and communicative strategies. A mediation task is also part of course assessment during the qualification phase.

For the Basisfach, course assessment across the four semesters must cover listening, reading, analysis, mediation and two different writing types. The official regulations also require substantial monologic and dialogic speaking contributions during the course.

Bildungsplan Englisch – Basisfach Bildungsplan Englisch – Leistungsfach

Before using this course for another examination year, re-check the current Facherlass and official operator list.

Mini Abi practice

AFB I: Summarise one source’s main findings on skills or remote work without adding your opinion.
AFB II: Analyse how one source uses statistics and language to shape its message.
AFB II: Compare two sources with different institutional perspectives.
AFB III: Assess how far career flexibility can be considered an individual opportunity rather than an economic necessity.
AFB III: Develop a reasoned response to the claim that global cooperation will become less important as digital tools make work more local.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What did the WEF Future of Jobs Report 2025 estimate about workers’ existing skill sets by 2030? (About 39 percent may change or become outdated) (!Exactly 39 percent of all jobs will disappear) (!All technical skills will become unnecessary) (!Remote work will replace all office work)

Which statement best describes the Stanford remote-work sample used in this course? (It focuses on more than 16000 college-educated workers across 40 countries) (!It represents every worker in every occupation worldwide) (!It contains only German secondary-school students) (!It measures only factory production workers)

What is hybrid work? (Work divided between remote locations and an employer site) (!Work performed only at the employer site) (!Unpaid work in two different industries) (!A job without digital communication)

Which skill is highlighted as important alongside technological skills? (Analytical thinking) (!Avoiding all collaboration) (!Memorising one fixed software manual) (!Using only one communication channel)

How many indicators are used in the Global Cooperation Barometer 2026? (41 indicators) (!5 indicators) (!100 indicators) (!2026 indicators)

What is a sensible first step before generalising from a survey? (Check the sample and target population) (!Assume the headline applies to everyone) (!Ignore the publication date) (!Replace the original source with an AI summary)

What does reskilling mainly mean? (Learning skills for a new or strongly changed role) (!Reducing the number of skills you use) (!Working from home every day) (!Translating every source into German)

Which two competence areas form the written LF English examination described in the 2027 Facherlass? (Listening and writing) (!Speaking and mathematics) (!Translation and chemistry) (!Grammar drills and dictation only)

How should BF and LF differentiation work in this course? (BF gets more structure while LF adds breadth depth and independent source connections) (!BF uses no authentic sources at all) (!LF avoids speaking and listening) (!Both courses must use identical complexity in every task)

What is responsible use of AI in source-based work? (Verify important claims against the original source) (!Submit an AI-written replacement essay) (!Upload private recordings without asking) (!Treat every generated citation as correct)

Memory

Reskilling	Learning skills for a new or strongly changed role
Upskilling	Improving skills for current or future tasks
Hybrid work	Combining remote work and work at an employer site
Employability	Ability to obtain and remain suitable for work
Collaboration	Coordinated work towards a shared result
Adaptability	Ability to adjust to changing conditions

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
AI literacy	Checking and using AI tools safely and critically
Resilience	Recovering and adjusting after difficulty or change
Analytical thinking	Evaluating evidence before drawing a conclusion
Collaboration	Coordinating work with other people
Career adaptability	Adjusting plans when roles or conditions change

Kreuzworträtsel

Reskilling	What is learning skills for a new or strongly changed role called?
Hybrid	Which word describes work divided between remote and employer locations?
Resilience	Which skill describes recovering and adjusting after difficulties?
Collaboration	What is coordinated work towards a shared result called?
Employability	Which term describes the ability to obtain and remain suitable for work?
Flexibility	Which noun describes the ability to adjust working patterns or career paths?

LearningApps

Lückentext

The WEF report describes major changes in workers’

rather than predicting that the same share of jobs will disappear. A worker who learns abilities for a different role is

. Work divided between home and an employer site is called

work. Before generalising from a survey, you should inspect its

. The Stanford material shows that remote-work levels differ between

. International project work often requires effective

. A source that describes what may happen in 2030 is making a

. In source-based writing, an important number should be checked against the

source. The ability to adjust to new conditions can be described as

. In Abitur-style analysis, statistics should be linked to the author’s communicative

.

Offene Aufgaben

Leicht

Skill cloud: Create a visual map of ten skills from the course and connect each skill to one possible workplace situation.
Remote work graph: Turn the 2022–2025 remote-work figures into a clear graph and add a two-sentence evidence-based caption.
Source detective: Choose one claim from the course and document author, institution, date, sample or evidence and one limitation.
Vocabulary mini-video: Produce a private 60-second explanation of three word families. Recording is voluntary and no upload is required.

Standard

Job-ad analysis: Analyse one public English-language job advertisement for changing skill demands. Do not submit personal data.
Hybrid work interview: Conduct a short voluntary interview with an adult about changes in workplace routines. Anonymise notes and obtain consent before recording anything.
Global team simulation: Plan a meeting across three time zones and design rules for fair participation, clear language and decision-making.
Career pathway poster: Create two fictional career routes for one profile, including reskilling, transferable skills and one uncertainty scenario.

Schwer

Source triangulation: Compare WEF, OECD or ILO material with a research source and explain where evidence, forecast and interpretation differ.
Policy briefing: Write a one-page English briefing on one challenge of remote or platform-based work. Present at least two perspectives without inventing evidence.
Abitur podcast: Plan a private 5–7 minute English discussion on whether flexibility is equally accessible to all workers. Use evidence and counterarguments; recording is voluntary.
Future role redesign: Choose a fictional occupation and redesign its tasks for 2030. Separate tasks likely to be automated, augmented or kept primarily human, and justify every category with sources.

Lernkontrolle

Evidence and scope: Explain why the Stanford remote-work study supports conclusions about a specific group more strongly than conclusions about all workers. Transfer the same reasoning to another survey.
Forecast versus fact: Take one 2030 projection and rewrite it once as an inaccurate certainty and once as a methodologically careful statement. Explain the difference.
Skills interaction: Show how one technical skill and one human skill can reinforce each other in a realistic workplace task.
Global cooperation dilemma: A distributed team gains access to international expertise but faces time-zone and communication barriers. Develop a solution that acknowledges both benefits and costs.
Career flexibility and structure: Analyse how individual adaptability and institutional support interact. Give an example where personal effort alone would not solve the problem.
Media comparison: Compare a video claim with a written source. Explain whether the medium changes emphasis, evidence or emotional impact.

Lernnachweis

For a successful learning record, show that you can:

use topic vocabulary accurately and form related words;
distinguish observation, survey result, estimate and forecast;
summarise a source without copying its wording;
analyse structure, language, statistics and communicative purpose;
connect at least two materials in a reasoned argument;
qualify claims by naming sample, scope and uncertainty;
speak coherently and respond to a counterargument;
mediate relevant information for a specific audience;
document sources and any permitted AI support transparently;
revise your own work after feedback and explain one meaningful improvement.

The Lernnachweis itself should be your work. External media embeds and AI-generated replacement texts are not part of the assessed evidence.

OERs zum Thema

Current and open-access source gateways:

Folgekurs

Continue with Artificial Intelligence and work, Globalisation, Media literacy or Career orientation. Reuse the same source-check routine: claim → evidence → scope → limitation → conclusion.

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ABI - The changing world of work

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