AI 中文总结
研究探讨生成式人工智能如何侵蚀软件工程中初级到资深人员的发展路径，通过对韩国相关人员的访谈及分析，揭示吸收模式及三个后果，指出需跨课堂、职场和评估标准进行制度设计来保护该发展路径。
AI 中文摘要
生成式人工智能（GenAI）正在重塑软件工程，引发了对初级人员成长为资深人员的发展路径受到侵蚀的担忧。虽然宏观统计显示初级人员招聘减少，对照研究表明人工智能对个人任务绩效有影响，但在实际组织和教育环境中，GenAI重塑早期职业发展的机制尚未得到充分研究。通过对韩国即将进入软件工程领域的初级人员和资深软件工程师进行14次半结构化访谈，并采用反思性主题分析，揭示了吸收的基本模式——GenAI将入门级工作重定向到高级人工智能工作流程——以及三个后果：初级人员失去曾经培养专业知识的富有成效的奋斗过程；通过大学课堂中GenAI使用的集体常态化，这种损失在结构上得以重现；以及资深人员和初级人员之间的认知不对称，阻碍双方自行纠正这些动态。通过将学习理论和情境认知扩展到组织和机构层面，我们认为GenAI似乎不仅吸收了特定类别的任务，还吸收了下一代资深人员形成路径的一部分。保护这条路径需要在课堂、工作场所和初级人员评估标准方面进行精心的制度设计。
英文摘要
Generative AI (GenAI) is reshaping software engineering, raising concerns about how the development pathway through which juniors become seniors is being eroded. While macro statistics show a decline in junior hiring and controlled studies demonstrate the effects of AI on individual task performance, the mechanisms through which GenAI reshapes early-career development in real organizational and educational contexts have not been thoroughly examined. Through 14 semi-structured interviews with juniors at the threshold of entering software engineering and senior software engineers in South Korea, analyzed using Reflexive Thematic Analysis, we reveal a foundational pattern of Absorption -- GenAI redirects entry-level work into senior-AI workflows -- and three consequences: (1) juniors losing the productive struggle through which expertise once developed; (2) the structural reproduction of this loss through collective normalization of GenAI use in university classrooms; and (3) the perceptual asymmetry between seniors and juniors that prevents either side from correcting these dynamics on their own. By extending learning theory and situated cognition to organizational and institutional scales, we argue that GenAI appears to be absorbing not just specific categories of tasks but also parts of the pathway through which the next generation of seniors is formed. Preserving this pathway will require deliberate institutional design across classrooms, workplaces, and the evaluation criteria for juniors.
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