cs.SE · 2606.21894 Copy arXiv ID · Jun 20, 2026 Save Skills for the future software profession: beyond agentic AI! Authors: Abhik Roychoudhury , Sungmin Kang , Baishakhi Ray
Organizations: National University of Singapore, Singapore · Columbia University, USA
Abstract As coding agents are rapidly changing software engineering, a natural question is: what are the core skills needed by future software engineers? To identify where software engineering is headed and thus what skills will be needed, we summarize the results of two round-tables with researchers and industrial practitioners, held in 2026 in New York and Singapore. One key finding is that verification and validation is increasing in importance as agents handle implementation, as highlighted by anecdotes from the events. From our observations, we identify the skills developers need in the agentic era of development, with implications for training and educating future software engineers in coming years.
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Mikael Gorsky
Holon Institute of Technology
The work of a professional software engineer has begun to consist, increasingly, of directing agents rather than writing code, and the empirical evidence for the shift is now several years deep. Anthropic's Economic Index puts automation at 79 per cent of Claude Code interactions [2]; Handa and colleagues at Anthropic find AI exposure for Computer Programmer tasks at approximately 75 per cent of the role's distinct activities [3]; Brynjolfsson and colleagues at Stanford's Digital Economy Lab report a 13 per cent relative decline in employment for workers aged 22 to 25 in occupations most exposed to AI [4]. The shift is also unfinished, and the academic literature on agentic software engineering converges on the finding that the missing capability is not better models but structured practitioner discipline. This paper presents ASE-26, a comprehensive undergraduate curriculum for agentic software engineering as a discipline, deposited as a citable reference on Zenodo under CC BY-ND 4.0 [12]. The paper sets out the discipline framing the curriculum rests on, the conceptual contributions it makes (most importantly, the evolutionary spiral as the operational form of the co-evolution of intent and build), the twenty-one-module structure that organises the discipline for teaching, the pedagogical commitments that follow from grading work co-produced with an agent, what graduates leave with, and how the discipline as taught is designed to outlast the specific capabilities of today's models. The position the paper takes is that the practitioner skills the industry currently lacks are precisely the skills the discipline names, and that structured undergraduate curricula in agentic software engineering are the principal mechanism by which the gap closes.