<p dir="ltr">The recent launch of Generative Artificial Intelligence (AI) has caused significant changes in the IT industry. Most of the high-performance organizations started to evaluate the possibility of implementing AI as an augment or even replacement of employees due to the powerful capability of AI (McMullen et al., 2022). The way project managers (PMs) handle project risk management also requires review and update to facilitate the AI-driven industry.</p><p dir="ltr">This research aims to explore how the current project management professionals should do to adapt their current risk management skillsets to facilitate rapid change in an AI-driven industry considering all the benefits and ethical concerns brought by the implementation of AI.</p><p dir="ltr">This study was conducted through a mixed-methods approach: a systematic literature review and survey were performed. Sixty-four survey responses were analyzed after screening and twelve literature resources were carefully analyzed after a systematic search of selected databases. Although no specific resource significantly suggests the necessity of renewing PMs’ risk management skills, the results show the current PMs need to focus more on interpersonal skills than technical skills, be aware of the latest update of AI risk management tools, and stay agile to embrace the changes brought by AI. The survey shows the current PMs’ adoption of AI tools varies in age scale and the current AI tools are not mature enough to perform 100% of project risk management works.</p>

A review of the literature indicated that critical skills needed by educators of students with autism had not been sufficiently identified. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and analyze a comprehensive list of critical skills for educators of students with autism. A survey instrument was developed in bifurcate format that required respondents to rate 118 skill items according to Importance and Proficiency. Two Likert-type scales were provided to enable respondents to record their perceptions of Importance and Proficiency. The instrument was mailed to a nationwide stratified sample of educators of students with autism. A total of 90 surveys were mailed with 52 (57%) returned. Four hypotheses and two research questions were developed. Data were analyzed using MANOVA to test for significant differences among the four geographic regions of the United States and within ten skill areas. The findings did not support the hypotheses; therefore, all hypotheses were rejected. In further analysis utilizing the ANOVA and Chi-Square procedures, significant differences among some regions and within some of the skill areas were found. The findings suggest that educators from the four regions tended to differ in regard to Importance and Proficiency for certain skill items. Findings led to recommendations being given relevant to future research on critical skills needed for teachers in the field of autism.