Cognitive Skills in the Age of AI: Computing Students and Experts Perceptions

A growing body of literature measures the extent to which occupations are exposed to AI, yet existing measures capture where AI could perform tasks rather than whether workers have actually adopted it. We introduce a distinct tier of exposure, delegated exposure, which records whether a worker has committed a task to AI by embedding it into a structured workflow. We operationalize this concept through the Agentic Adoption Index (AAI), measuring how closely an occupation's tasks align with the agentic routines that practitioners have built and shared. Using semantic embeddings of roughly 888,000 agent skill specifications from public GitHub repositories, we compute their similarity to nearly 18,000 O*NET task statements and aggregate these scores to the occupational level. We present three main findings. First, the occupations where task delegation concentrates differ sharply from those identified as most vulnerable by pre-AI automation frameworks. Second, the AAI aligns more closely with measures of technical capability than with measures of current conversational LLM use. Third, for occupations requiring a bachelor's degree or less, the AAI increases alongside average wage levels; however, this relationship reverses for occupations requiring a master's degree or higher, where adoption declines among higher earners. These patterns replicate on an independently collected corpus of agent skills from the Manus Skills Marketplace. This lower adoption among highly educated, high-earning workers may reflect tasks that inherently resist advance specification or professional discretion over the pacing of workflow codification. Distinguishing these mechanisms will require longitudinal measurement.

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.

Artificial intelligence is changing the task composition of computing work faster than curricula and training typically adapt. This is a curriculum-framework paper, grounded in a structured narrative review of labor-market and software-engineering evidence and illustrated through an exploratory pilot course: the review supports the framework, and the pilot illustrates it rather than serving as primary evidence. The central claim is that near-term change is task reallocation rather than full replacement: routine implementation is increasingly automated while verification, systems thinking, security, and the ability to supervise and orchestrate AI (keeping a human in the loop) gain value. We organize the response as a capability-assurance framework anchored by a Capability Ladder: a five-level progression (trigger, automation, workflow, AI agent, agent team) that classifies the operational autonomy of AI-augmented work and the human supervision it requires. We map the ladder to course-level updates, workload-aware assessment, and stackable workforce credentials, and illustrate it through a two-semester pilot of a team-based, no-code course enrolling computing and business students. We argue for targeted modernization around durable capabilities rather than wholesale curriculum replacement, and we are explicit about evidence limits: labor signals are confounded by non-AI forces, industry reports are directional, and the pilot is exploratory.