Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review
This review synthesizes 2023–2025 evidence on how generative AI and automation are reconfiguring role structures, skill demands, and entry pathways, and proposes design principles that shift attention from task substitution to role redesign and talent architecture. Theoretical framework: Drawing on...
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| Language: | en en |
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INTI International University
2025
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| Online Access: | http://eprints.intimal.edu.my/2183/2/732 http://eprints.intimal.edu.my/2183/3/jobss2025_7.pdf http://eprints.intimal.edu.my/2183/ http://ipublishing.intimal.edu.my/jobss.html |
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| _version_ | 1850173991477575680 |
|---|---|
| author | James, Hutson |
| author_facet | James, Hutson |
| author_sort | James, Hutson |
| building | INTI Library |
| collection | Institutional Repository |
| content_provider | INTI International University |
| content_source | INTI Institutional Repository |
| continent | Asia |
| country | Malaysia |
| description | This review synthesizes 2023–2025 evidence on how generative AI and automation are reconfiguring role structures, skill demands, and entry pathways, and proposes design principles that shift attention from task substitution to role redesign and talent architecture. Theoretical framework: Drawing on task-based labor economics, socio-technical systems design, and human-capital complementarity, the review distinguishes domains where substitution pressures concentrate from those where augmentation dominates. Method: A narrative review of peer-reviewed studies, official statistics, and policy/industry reports prioritized empirically grounded findings on employment effects, skills, governance, and program outcomes; inclusion emphasized methodological transparency and recency. Results and discussion: Convergent evidence shows contraction in routine cognitive tasks and growth in hybrid roles that pair domain expertise with AI orchestration, with early-career pathways especially exposed; high-performing implementations embed skills-first hiring, AI-augmented apprenticeships, and operational governance (provenance, bias testing, incident response) tied to performance. Research implications: Institutions should treat human-AI collaboration as an operating assumption and align curricula, workplace learning, and policy incentives around competence telemetry, credential portability, and equitable mobility. |
| format | Article |
| id | my-inti-eprints.2183 |
| institution | INTI International University |
| language | en en |
| publishDate | 2025 |
| publisher | INTI International University |
| record_format | eprints |
| spelling | my-inti-eprints.21832025-11-19T12:48:05Z http://eprints.intimal.edu.my/2183/ Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review James, Hutson HD Industries. Land use. Labor L Education (General) LC Special aspects of education This review synthesizes 2023–2025 evidence on how generative AI and automation are reconfiguring role structures, skill demands, and entry pathways, and proposes design principles that shift attention from task substitution to role redesign and talent architecture. Theoretical framework: Drawing on task-based labor economics, socio-technical systems design, and human-capital complementarity, the review distinguishes domains where substitution pressures concentrate from those where augmentation dominates. Method: A narrative review of peer-reviewed studies, official statistics, and policy/industry reports prioritized empirically grounded findings on employment effects, skills, governance, and program outcomes; inclusion emphasized methodological transparency and recency. Results and discussion: Convergent evidence shows contraction in routine cognitive tasks and growth in hybrid roles that pair domain expertise with AI orchestration, with early-career pathways especially exposed; high-performing implementations embed skills-first hiring, AI-augmented apprenticeships, and operational governance (provenance, bias testing, incident response) tied to performance. Research implications: Institutions should treat human-AI collaboration as an operating assumption and align curricula, workplace learning, and policy incentives around competence telemetry, credential portability, and equitable mobility. INTI International University 2025-09 Article PeerReviewed text en cc_by_4 http://eprints.intimal.edu.my/2183/2/732 text en cc_by_4 http://eprints.intimal.edu.my/2183/3/jobss2025_7.pdf James, Hutson (2025) Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review. Journal of Business and Social Sciences, 2025 (07). pp. 1-6. ISSN 2805-5187 http://ipublishing.intimal.edu.my/jobss.html |
| spellingShingle | HD Industries. Land use. Labor L Education (General) LC Special aspects of education James, Hutson Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review |
| title | Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review |
| title_full | Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review |
| title_fullStr | Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review |
| title_full_unstemmed | Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review |
| title_short | Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review |
| title_sort | designing for complementarity: skills, work, and education in the age of ai — a review |
| topic | HD Industries. Land use. Labor L Education (General) LC Special aspects of education |
| url | http://eprints.intimal.edu.my/2183/2/732 http://eprints.intimal.edu.my/2183/3/jobss2025_7.pdf http://eprints.intimal.edu.my/2183/ http://ipublishing.intimal.edu.my/jobss.html |
| url_provider | http://eprints.intimal.edu.my |