By Jason Drakeford
Professor of Practice at Georgia State University
As educators, we stand at the forefront of a thrilling new era in the creative industry. The field is not just evolving, it’s bursting with potential, with technologies advancing daily and new forms of storytelling integrating with AI workflows, reshaping career paths. This dynamic landscape, while initially overwhelming for our students, is also brimming with exciting opportunities and possibilities.
How do you bridge the gap between what education offers and what the creative workforce demands? This complex question requires us to explore what it means to be an innovative teacher, redefine mentorship, look at resource accessibility, and provide students with a toolkit to thrive, not just survive, in the industry. Our roles as educators in this new industry have evolved far beyond the traditional professor role. As a ‘Professor of Practice’ at Georgia State University’s Creative Media Industries Institute (CMII), I teach project-based classes like Designing Immersive Story Experiences, Motion Graphics Design, and VR (Virtual) and AR (Augmented) Reality Production. My students are not just taught; they are mentored and guided to create meaningful work that addresses pressing issues that impact our society. Real-world projects are not just an add-on to the classroom; they’re indispensable tools for preparing students to enter an industry that values the ability to follow through with a project.
The creative sector is increasingly complex and competitive, with new production workflow tools being released almost daily, which requires my job to constantly change and shift as I take on the role of a student to learn all these tools and pivot to new workflows within my classroom. Many students enter the creative industry with incredible excitement but immediately face significant hurdles related to a lack of industry connections, resource scarcity, confusion about where to search for jobs, and an expectation that academic papers equal real-world expectations and hands-on experience. Real success in this evolving industry involves being an autodidact – someone who can focus and teach themselves new workflows and skill sets without the guidance of a professor or teacher. This is especially essential after graduation. My classes at CMII revolve around this concept to help grow my students into self-driving, strategic, risk-taking, adaptable professionals, ready to take on a new creative challenge, project, or industry role (even a future job role that hasn’t been “invented” yet).
I can genuinely relate deeply to my students’ pressures when they graduate. The creative field can be ruthless for those unprepared, and it’s heartbreaking to see a recently graduated student with a passion for creative work fall from that path. Early in my career, I juggled freelance projects and entry-level roles that felt miles away from my dream job as a creative director. With over two decades of industry experience and teaching at GSU for over 4 years, I wrote my insights into a guidebook titled “Get a Creative Job,” which will be published in 2025. I share my hard-earned lessons and give students a path to build their confidence and unique creative voices to ultimately get a job they love.
Workforce development is not an optional add-on in education; it’s a fundamental responsibility of students everywhere. It teaches students how to create a compelling story about their creative journey, showing potential employers what they’ve learned along the way, how they think, and why they’re passionate about their work. The professors at CMII equip students with a competitive edge by guiding them in crafting meaningful stories through their portfolios. However, achieving this level of readiness requires rethinking how we structure education and integrating hands-on projects that simulate real-world environments. Education is most impactful when responsive, relevant, and committed to student success. For those of us teaching in the creative disciplines, it’s our time to rethink what education can be, come together as collaborators, and genuinely care about what shape the next generation of creatives looks like so they can be equipped to impact the world.
It’s time for all educational institutions to provide practical, industry experience for their students. Add more “Professors of Practice” like myself and unite as industry professionals and educators to collaborate and prepare this younger generation to succeed. Our roles aren’t just to teach – they are to help students see their worth, empower them to believe in their potential and guide them as they navigate this challenging path. Together, we can create a future where education and industry are indeed one and the same and build a future that not only prepares students to enter the creative industry but equips them with the ability to collaborate, focus, and grow their passion and drive to innovate and create something we’ve never seen before.
This article appeared in the 2025 edition of the Creative Economy Journal. See more from the Journal here.
