The rapid development of artificial intelligence (AI) is transforming occupational structures, skill requirements and pathways into employment, creating new challenges for conventional career guidance in schools. This study examined how career guidance can prepare students for emerging occupations and jobs that may not yet exist in an AI-driven labour market. A convergent mixed-method design was adopted, involving 300 senior secondary school students and 30 school counsellors from selected public secondary schools in Nasarawa State, Nigeria. Quantitative data were obtained using the Career Guidance and Artificial Intelligence Readiness Questionnaire (CGAIRQ), while qualitative data were collected through semi-structured interviews with counsellors. Quantitative data were analysed using descriptive statistics, Pearson Product-Moment Correlation and multiple regression, while qualitative data were analysed thematically. Findings indicated moderate student AI literacy, high career adaptability and moderate engagement in digital career exploration. AI literacy, career adaptability and digital career exploration were positively related to career readiness. Multiple regression showed that the three variables jointly predicted career readiness, accounting for 52% of the variance. Career adaptability made the strongest independent contribution, followed by digital career exploration and AI literacy. Qualitative findings identified inadequate counsellor preparation, limited access to current labour-market information, digital inequality, ethical concerns and the continuing importance of human counselling as major issues. The study concludes that career guidance in the AI era should move beyond matching students to existing occupations towards developing adaptability, AI literacy, lifelong learning, entrepreneurial thinking and human-centred competencies.

Keywords: Artificial Intelligence, Career Guidance, Career Readiness, Future of Work, Students.