Sep 2026· International Journal of Commerce and Contracting· 0 citations
TL;DR
It is argued that AI does not eliminate the need for human capability; rather, it reorders its value, and the most durable skills cluster around domain expertise, epistemic and cognitive judgment, communication and interpretation, interpersonal coordination, and ethical reasoning.
Abstract
This article examines which skills remain professionally valuable for knowledge workers in the age of artificial intelligence (AI), and why. It engages the growing debate about AI and work by asking three related questions: which categories of skills remain applicable in AI-mediated environments; why those skills remain necessary despite rapid advances in generative AI; and what implications follow for professionals, educational institutions, employers, and policymakers. The article adopts a conceptual and interdisciplinary approach, synthesizing literature on automation, digital labor, philosophy of technology, education, organizational behavior, and AI ethics, while also drawing on the author's professional experience in legal practice and advisory work. It argues that AI does not eliminate the need for human capability; rather, it reorders its value. The most durable skills cluster around domain expertise, epistemic and cognitive judgment, communication and interpretation, interpersonal coordination, and ethical reasoning. The future of knowledge work will depend on the quality of human–AI complementarity.
The rapid uptake of artificial intelligence (AI) in professional engineering practice is reshaping expectations of engineering graduates and raising important questions about whether current graduate attributes (GAs) remain sufficient and relevant. This study focuses on identifying which engineering graduate attributes...
Artificial intelligence (AI) is transforming organizational work and professional roles, creating new opportunities while challenging established notions of responsibility. This cumulative dissertation examines how professionals perceive and assume responsibility when working with AI, how their ability requirements evo...
This paper argues that clarifying AI competencies for teaching requires more than listing skills: it requires a coherent account of what these competencies involve, how they are enacted in practice, and what evidence can support teacher learning and professional judgment over time.
Teresa M. Ober, Caitlin Tenison, Geoffrey Phelps et al.· ETS Research Report Series· 0 citations
The paper proposes the CYCLE framework, which translates the framework into a practical operating model for L&D, including team simulations, decision-trace practices, peer challenge, AI debriefs, and measures of transfer at team level.
Hemant Tale, Satwik P. M.· International journal of res...· 0 citations
The integration of artificial intelligence (AI) into higher education has accelerated across teaching, research support, academic services, and administrative functions, with academic libraries emerging as important sites of implementation. While existing literature often emphasizes efficiency, automation, and scalabil...
J. Jiang· International Journal of Lib...· 1 citation
The advent of Artificial Intelligence (AI), based technologies within the industrial sector has precipitated profound and disruptive transformations in operational routines and work dynamics, exerting a direct influence on the skill profile required of workers. These changes directly impact the set of skills required o...
Maine Maurícia Serra Dantas, Tatiana Loureiro da Silva, T. A. Andrade et al.· JOURNAL OF BIOENGINEERING, T...· 0 citations
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