ChatGPD: Reimagining graduate career development in a disrupted education landscape

Post-secondary education is shifting toward skills-based, flexible and employer-driven learning. As institutions face rising costs, evolving labour needs and growing alternatives like micro-credentials and online learning, traditional models of graduate career development are being redefined. Many graduate students now navigate uncertainty about their career paths, while the link between degrees and employment becomes less direct (1). 

The ChatGPD (Graduate Professional Development) podcast, created by students and faculty at the University of Toronto’s Institute of Medical Science, directly responds to this change. It serves as a bridge between academic training and the evolving world of work, showcasing how alumni apply research, communication and analytical skills across diverse sectors, including academia, industry, medicine, regulatory affairs and data science. Each episode translates the concept of “skills over credentials” into lived experience, offering listeners tangible examples of how to adapt and thrive within a changing career ecosystem. 

ChatGPD also addresses the critical challenge of belonging and confidence among graduate and underrepresented students. Research shows that many students experience a low sense of belonging and self-efficacy, which undermines persistence in their programs(2). By highlighting relatable role models who share both successes and setbacks, the podcast helps normalize struggle, build confidence and create a sense of community across career stages. Mentorship that’s delivered through storytelling, becomes a tool for empowerment and retention, particularly for students who may not see themselves represented in traditional academic spaces(2,3). 

By spotlighting alumni stories, ChatGPD challenges the myth that graduate training leads only to academic careers. It supports a key goal of career development in 2040: fostering lifelong adaptability and skill awareness rather than linear progression. The podcast invites students to learn how their graduate experiences cultivate transferable skills such as critical thinking, collaboration and leadership, all increasingly valued in a skills-based economy. 

Strong mentorship is also tied to improved academic outcomes. Evidence shows that access to effective mentors can increase cumulative GPA and equalize graduation rates among underrepresented students in STEM fields. By connecting current students with accessible mentors through conversational storytelling, ChatGPD contributes to these outcomes, using audio as a scalable form of mentorship that reinforces persistence and completion. 

Unlike traditional career panels, ChatGPD is accessible, sustainable and continuously updated. It removes institutional and geographic barriers by offering free, on-demand access for students worldwide. This aligns with the broader educational shift toward open, lifelong learning environments. Each episode functions as a micro-learning opportunity, complementing academic programs with real-world insights and human stories. 

The podcast also cultivates community. It connects students, faculty, and alumni, encouraging mentorship and authentic dialogue about transitions, uncertainty and growth. This relational learning mirrors the emerging model of career development that begins early and continues across life stages. By normalizing nonlinear pathways, ChatGPD helps graduate students see change not as disruption but as opportunity. 

 In a future where employers increasingly value demonstrable skills, where education is distributed across platforms and workplaces, and where career development begins far earlier and lasts far longer, ChatGPD represents a prototype for adaptable, inclusive and sustainable professional learning. It models how institutions can remain relevant by empowering students to think beyond degrees and engage with evolving definitions of success. 

 Through its focus on storytelling, mentorship, and knowledge translation, ChatGPD embodies the future of career development: accessible, skill-oriented and human-centered. It transforms disruption into connection, equipping learners to navigate a world where education is no longer confined to classrooms but continues across careers, communities and conversation.  

Ilakkiah Chandran is a PhD candidate at the University of Toronto’s Institute of Medical Science and co-creator of the ChatGPD podcast. Her research explores aging in individuals with rare genetic epilepsies, and her teaching and mentorship center on inclusive approaches that foster belonging and lifelong learning in science and education. 

References 

Lopez, I., & Dey, S. (2024). “You Don’t See Too Many of Me, Too Many of Us, in That Area”: Exploring the Challenges and Opportunities of Promoting STEM Education Among Black and Latinx Students. Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1, 318–324. https://doi.org/10.1145/3649217.3653591 

Mithun, S., & Luo, X. (2023). Improving Perceptions of Underrepresented Students towards Computing Majors through Mentoring. Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1, 26–32. https://doi.org/10.1145/3587102.3588817 

 Parris, M. A., & Saville, K. (2011). Piecing Together the Puzzle of Graduate Employment. Industry and Higher Education, 25(1), 15–24. https://doi.org/10.5367/ihe.2011.0024