Given your both, um, panned, uh, country perspective about AI and skills and work-integrated learning, do you have one or two concrete examples of good practice from the institutions that you've had something to do with that demonstrate how we can successfully prepare students for the rapidly changing workforce?

Um, yes.

I mean, for me, the core of preparing students for rapidly changing, um, well, a workforce, careers, but also lives, is actually about preparing them to adapt thoughtfully, um, continuing to change and develop as opportunities come up and have a, a good ongoing sense of, of, um, who they are, what they might need, even as they're developing and, and becoming.

Um, so, um, for me, the, the first thing, um- At, at Swinburne has been about career development learning, um, embedded in curriculum.

I mean, we often, we call it career development learning, but it's actually life development learning.

Um, but with a, a career specific lens sometimes.

So I'm not talking here about how to build a CV and get a job, um, which is also very important at certain parts of your life, but I'm talking here about fundamental purp- uh, pieces about, um, your sense of, of purpose, um, your sense of direction, sense making in terms of, of your, um, uh, uh, the experiences that you encounter, um, whether or not that's in the university or beyond it.

And, and Ruth, Swinburne and your broader research.