AI integration in the IT professional workplace: a scoping review and interview study with implications for education and professional competencies.

Clear, Tony; Cajander, Åsa; Clear, Alison; McDermott, Roger; Daniels, Mats; Divitini, Monica; Forshaw, Matthew; Humble, Niklas; Kasinidou, Maria; Kleanthous, Styliani; Kultur, Can; Parvini, Ghazaleh; Polash, Mohammad; Zhu, Tingting

Abstract

As Artificial Intelligence (AI) continues transforming workplaces globally, particularly within the Information Technology (IT) industry, understanding its impact on IT professionals and computing curricula is crucial. This research builds on joint work from two countries, addressing concerns about AI's increasing influence in IT sector workplaces and its implications for tertiary education. The study focuses on AI technologies such as generative AI (GenAI) and large language models (LLMs). It examines how they are perceived and adopted and their effects on workplace dynamics, task allocation, and human-system interaction. IT professionals, noted as early adopters of AI, offer valuable insights into the interplay between AI and work engagement, highlighting the significant competencies required for digital workplaces. This study employs a dual-method approach, combining a systematic and multi-vocal literature review and qualitative research methods. These included a thematic analysis of a set of 47 interviews conducted between March and May of 2024 with IT professionals in two countries (New Zealand and Sweden). The research aimed to understand the implications for computing students, education curricula, and the assessment of emerging professional competencies. The literature review found insufficient evidence addressing comprehensive AI practice methodologies, highlighting the need to both develop and regulate professional competencies for effective AI integration. Key interview findings revealed diverse levels of GenAI adoption, ranging from individual experimentation to institutional integration. Participants generally expressed positive attitudes toward the technology and were actively pursuing self-learning despite some concerns. The themes emerging from the interviews included AI's role in augmenting human tasks, privacy and security concerns, productivity enhancements, legal and ethical challenges, and the evolving need for new competencies in the workplace. The study underscores the critical role of competency frameworks in guiding professional development and ensuring preparedness for an AI-driven environment. Additionally, it highlights the need for educational institutions to adapt curricula to address these emerging demands effectively.

Citation

CLEAR, T., CAJANER, A., CLEAR, A., MCDERMOTT, R., DANIELS, M., DIVITINI, M., FORSHAW, M., HUMBLE, N., KASINIDOU, M., KLEANTHOUS, S., KULTUR, C., PARVINI, G., POLASH, M. and ZHU, T. 2024. AI integration in the IT professional workplace: a scoping review and interview study with implications for education and professional competencies. In Proceedings of the ITiCSE 2024: 2024 Working group reports on innovation and technology in computer science education (ITiCSE-WGR 2024), 8-10 July 2024, Milan, Italy. New York: ACM [online], pages 34-67. Available from: https://doi.org/10.1145/3689187.3709607

• Presentation Conference Type: Conference Paper (published)
• Conference Name: ITiCSE 2024: 2024 Working group reports on innovation and technology in computer science education (ITiCSE-WGR 2024)
• Start Date: Jul 8, 2024
• End Date: Jul 10, 2024
• Acceptance Date: Feb 5, 2024
• Online Publication Date: Jan 23, 2025
• Publication Date: Jan 23, 2025
• Deposit Date: Feb 21, 2025
• Publicly Available Date: Feb 21, 2025
• Publisher: Association for Computing Machinery (ACM)
• Peer Reviewed: Peer Reviewed
• Pages: 34-67
• ISBN: 9798400712081
• DOI: https://doi.org/10.1145/3689187.3709607
• Keywords: Artificial intelligence; Computing competencies; Computing curricula; Generative AI; IT profession; Large language models
• Public URL: https://rgu-repository.worktribe.com/output/2675760