Skills4AI

Presenting professions by telling a story

Using AI‑generated storybooks helps young pupils explore careers in an engaging way. Creating their own booklet builds active learning, creativity, reading and critical thinking. The final PDF encourages motivation and family dialogue. Customizable vocabulary, illustrations and multilingual options support diverse learners while fostering guidance discussions and realistic views of professions.
  • 23/12/2025
  • GRETA Auvergne

Depending on the density of the booklets produced and the degree of involvement in the production, the target audience may extend to pupils in year ten, and may be particularly for pupils with special needs.

Third-year students are at a key stage: the end of lower secondary school, when they are considering their career options. There is a need for tools that allow students to project themselves into different careers before making their choice.

Teachers are looking for ways to stimulate curiosity and commitment.

  • The booklet can arouse curiosity
  • The combination of image and narrative can helps to anchor information.
  • Learners can project into a character who practises a profession and their photos or drawings can be included to reinforce the sense of ownership (“I can see myself in this job”).
  • If learners are asked to create story books themselves, it develops creativity, written and critical thinking about the content generated.
  • Visual support and reading aloud can be useful for DYS or allophone pupils.
  • Each learnr can explore the career that interests them, without overloading the teacher.

Generative AI can help to design illustrated stories where the learners can identify with the hero (for example: “Léa becomes a pastry chef”, “Malik explores the profession of mechanic”).

 

Computer, tablet or smartphone connected to the internet to use generative AI.

A critical eye from the teacher is needed to validate and contextualise the stories because the illustrations or texts may contain inaccurate or unrealistic information about the professions and convey stereotyped representation of professions or gendered roles.

Educational limits resids in the introductory nature of the booklets giving a very simplified picture of the professions. They can arouse interest and encourage discussion, but they are no substitute for tools for discovering careers.

Objectives

Enabling young pupils to explore different careers in a fun way.
Having the students creating their own booklets makes learning more active and develops other key skills: guided use of generative AI, reading, creativity and critical thinking.
Offer a narrative support to generate discussion during orientation sessions.
Students leave with a PDF or printed booklet, which can boost pride and motivation.
Encouraging dialogue between school and family: the booklet can be used to discuss plans for the future.

Example of implementation

The creation of illustrated stories or story books can have a variety of educational applications with the very young.

Here we propose to use generative AI to present professions in the form of a story told to the pupil.

The teacher or adviser can create story books in advance and offer them to the students, or ask them to create their own story books to discover the career of their choice. In this case, the activity has two objectives: the creation of a story book and the discovery of the profession. Achieving the second of these will require the advisor to validate the booklet produced by the student.

The procedure is relatively simple, for example with Gemini and a prompt like :

“I’m a school guidance counsellor. I’d like to create a 10-page story book for third-year students. The aim is to introduce them to the veterinary profession.”

And here is the result (french version / english version) which could be refined by additional prompting. Do you think it is suitable for third-year students? Does it show the different activities of a vet? Does it inspire students to choose this career path? What additional instructions would you introduce to achieve a better result?

The product booklet can be :

  • read or listened to by the student on the IA site used (from the link sent by the teacher),
  • exported in pdf format for printing a tangible object that they can show to their family, which will help them in their career planning.

Productions can be exhibited (story wall, mini-library of trades)

Here are a few more examples of professions presented in the form of stories thanks to generative AI:

The teacher can adapt the vocabulary, simplifying it for some and enriching it for others. Pupils develop cross-curricular skills: reading images, critical thinking (“Has the AI correctly represented this profession?”, “What is realistic or not?”).

The illustrations help those with reading difficulties to understand the book.

Possibility of working with different languages for allophone pupils.

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