Supervising AI systems in their work is now a much more relevant skill. So understanding the outputs AI systems produce will become very important.

To help people develop such skills, we should require universities, community colleges, and professional programs to embed AI literacy, data literacy, prompt-based workflow skills, verification skills, and domain judgment into ordinary degrees. Every graduate should know how to use AI tools, check their output, understand their limits, and combine them with human expertise. This matters even for graduates entering occupations that look relatively safe from AI, such as those in health care. Almost every job contains tasks—drafting, summarizing, scheduling, research, basic data work, routine communication—for which AI is already a substantial productivity tool.

The competition most young workers will experience is not human versus machine but colleague versus AI-augmented colleague. For most young workers, the realistic path to making themselves valuable is not to avoid AI but to become fluent in the technology and combine that with domain judgment, contextual reasoning, and human relationship skills. To this end, schools should emphasize paid co-ops, apprenticeships, and employer-linked projects so students build judgment in real workplaces before they graduate.

Governments should also create targeted tax credits, wage subsidies, and training grants for employers that hire early-career workers into structured, AI-augmented roles. The architecture for this kind of conditional, behavior-linked subsidy already exists in US tax policy. What is missing is a version of these instruments built specifically around early-career AI-augmented work.

Firms, for their part, should stop making hiring decisions based only on short-run cost savings from AI. Young workers are not valuable only for the tasks they perform this quarter. Their value lies in learning, skill formation, institutional memory, and future productivity. Entry-level hiring is not just an expense. It is an investment in the future stock of judgment inside the firm. The most effective AI-augmented senior workforce of the late 2030s will be drawn overwhelmingly from the junior cohort of today. Firms that automate away the learning stage may improve their immediate margins but find themselves, a decade from now, without anyone who understands how their own AI-driven workflows actually behave.

Students graduating this spring and next face a tough labor market in transition. AI fluency is becoming a commodity. Domain expertise without AI fluency is being outpaced. The combination is what is genuinely scarce. The mechanical engineer with knowledge of manufacturing and AI proficiency; the software programmer with knowledge of financial services who is also a whiz at AI—these are the types of people who will be in demand.

Georgios Petropoulos is an assistant professor at the USC Marshall School of Business. His research focuses on the implications of information technologies for innovation, competition policy, and labor markets.