The skills required in a world powered by ChatGPT and related technologies will be different from those demanded previously¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q1 i? Venkatesh proposes that technology-driven disruption reorganises which skills are in demand, so the skills required in a ChatGPT-powered world will differ. → Dwivedi 2023

Evidence¶

Dwivedi 2023¶

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., Carter, L., Chowdhury, S., Crick, T., Cunningham, S. W., Davies, G. H., Davison, R. M., Dé, R., Dennehy, D., Duan, Y., Dubey, R., Dwivedi, R., Edwards, J. S., Flavián, C., Gauld, R., Grover, V., Hu, M.-C., Janssen, M., Jones, P., Junglas, I., Khorana, S., Kraus, S., Larsen, K. R., Latreille, P., Laumer, S., Malik, F. T., Mardani, A., Mariani, M., Mithas, S., Mogaji, E., Nord, J. H., O'Connor, S., Okumus, F., Pagani, M., Pandey, N., Papagiannidis, S., Pappas, I. O., Pathak, N., Pries-Heje, J., Raman, R., Rana, N. P., Rehm, S.-V., Ribeiro-Navarrete, S., Richter, A., Rowe, F., Sarker, S., Stahl, B. C., Tiwari, M. K., van der Aalst, W., Venkatesh, V., Viglia, G., Wade, M., Walton, P., Wirtz, J. and Wright, R. (2023) "So what if ChatGPT wrote it?" Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71. https://doi.org/10.1016/j.ijinfomgt.2023.102642

q1 · i? · theoretical · r1

Expert opinion contribution arguing from an analogy to digitised article access that technology-driven skills reorganisation will permeate human life; the author states "The skills required in the world powered by ChatGPT and related technologies will be different." No data are offered.

"The skill of finding and having a collection of the relevant articles is no longer in demand, but the demand for another skill, the volume of the articles a student may be expected to comprehend, emerged instead."

Discussion¶

Related Claims¶

• ChatGPT's biggest predicted disruption is its effect on knowledge work productivity, chiefly by providing a competent first draft — related
• An AI-enabled world demands a data-literate citizenry able to read, use, interpret, and communicate about data and participate in AI-related policy debates — a broader claim this one bears on
• Students' generative AI use may function either as a scaffold supporting thinking or as a shortcut bypassing essential cognitive processes — related
• Engineering students come to view mastering GenAI as crucial as other engineering skills, driven by labour-market expectations, alongside widespread uncertainty about over-reliance — a narrower finding that bears on this claim
• Contrary to claims that AI will automatically engender a more democratic, equal, and sustainable world, the editorial argues these technologies tend to exacerbate existing inequalities, environmental degradation, and labour precarity — related