The AI boom has disrupted the way engineers work, introducing new tools to learn, raising expectations for what teams can achieve in a workday, and making it harder to get hired in the first place. This makes it difficult to advise students on which specific coding languages or technical skills they should learn. So amidst the uncertainty, advice for young professionals often turns to a common refrain: Be adaptable. But what does adaptability look like in practice?

Engineers often operate on the cutting edge of technology, so dealing with change is a normal part of the job, says Samantha Brunhaver, an associate professor of engineering at Arizona State University, in Tempe. Yet university curricula and training in the workplace often don’t prepare students for this.

“We tell engineers that they need to be adaptable when they graduate, but we don’t actually explain what that means, demonstrate what that looks like, [or] help make sure that they’re developing it,” says Brunhaver, who received a National Science Foundation award in 2020 to study how to foster greater workplace adaptability among young engineers. For this ongoing project, she has interviewed engineering managers, early career employees, and undergraduates about their experiences.

Part of the problem, she says, is that every employer has its own idea of what to be adaptable means. Generally, Brunhaver defines adaptability as “the ability to recognize that a change or uncertainty is occurring, and then respond effectively to that change.” But the skill is context-dependent. In software engineering, that might mean responding to turnover in the tools you use on a daily basis, while aerospace or biomedical engineers may need to keep track of changing procedures and regulations. “Managers are all saying adaptability is important,” Brunhaver says, “but defining it in different ways.”

At the same time, engineers are all contending with changes beyond these industry-specific expectations. Jobs in the technology, media, and telecom sectors are experiencing the fastest pace of skill turnover, according to a June 2026 report on the effects of AI from the professional services network PwC. And the World Economic Forum’s most recent Future of Jobs Report, published in 2025, found that employers across all sectors expect 39 percent of workers’ core skills to change by 2030. This uncertainty can be uncomfortable. But with the right mind-set and support from leadership, adaptability can help keep you afloat.

How to Cultivate Adaptability

The AI transition is a big shift—but not an unprecedented one, says Jenna Butler, a research scientist at Microsoft who studies developer well-being and productivity.

During this type of paradigm shift, there is often a “chaos period” when a new normal is being established, Butler says. In AI’s case, it challenges the understanding of what a computer can do. “I think we’re still in this in-between, difficult period that we’ve seen before, but [it] is maybe moving faster than it has historically.” Software engineers—in one of the fields most affected by AI—are now facing a significant increase in code review. “If you ask 20 developers, you get 23 different ways of working with it. Everyone is trying to sort it out,” says Butler, who describes this period as “the uncomfortable middle.”

“We tell engineers that they need to be adaptable when they graduate, but we don’t actually explain what that means, demonstrate what that looks like, [or] help make sure that they’re developing it.”– Samantha Brunhaver, Arizona State University

Brunhaver says one way educators can help prepare students before they enter the workforce is by offering a diversity of real-world experiences, such as internships, team-based projects, community service, and leadership roles. Each of these teach students to adapt to different challenges, easing their transition from school to work.

It’s also important to encourage reflection, Brunhaver adds, noting that metacognition helps individuals use the skill more effectively. “In order to adapt, you have to think that you have agency and the ability to get through a situation.” Ultimately, it comes down to three steps: Perceive a need to adapt, evaluate your options, and act.

For those already in the workforce, that action may mean taking the time to learn new tools and ways of working. Software engineering, for instance, may soon rely more on prompting models and managing agents than coding line by line. “I think people who went into software because they like solving problems are going to have a lot of fun, and people who just enjoy the art of writing code are not,” Butler says.

The More Things Change…

Although the tools engineers use on a daily basis are evolving, the core responsibilities of the job are more stable than they may seem, says Andy Hunt, a software developer who coauthored The Pragmatic Programmer (Addison-Wesley Professional) in 1999. The book outlines practical coding principles, and has been taught in many computer science classrooms. When Hunt was working on the 20th anniversary edition of the book, he was surprised by how much of the advice still applies. And now, seven years later, he maintains that belief.

“The fundamental part of the job is problem solving and communication, and that’s always going to be there,” he says.

Hunt emphasizes the importance of developing systems thinking over particular tools. To him, identifying as a Java programmer, for instance, is “like a carpenter saying, ‘I’m a hammer user,’ or ‘I specialize in cordless drills.’ ”

He acknowledges that today’s hiring process, in which companies often filter résumés for certain languages or years of experience, makes it harder to embrace a more expansive way of relating to your job. Employers, he says, should recognize that “the tech’s not the hard part, and it never has been. Understanding information theory, understanding systems thinking, understanding what constraints you’re up to—that’s still the hard part.”

With this type of misalignment between employers and employees, AI is also intensifying an old source of tension: How can engineers slow down enough to adapt and learn new tools when the pressure to become more productive keeps mounting?

Who’s Responsible for Enabling Change?

Young engineers need to embrace change. However, educators and employers also play a role in building a successful workforce. From the educator’s perspective, Brunhaver says “we need to be more explicit about what [adaptability] means and why it’s important.” Managers, meanwhile, should invest in their employees’ professional development.

Microsoft research scientist Butler often encourages leadership to set aside intentional time for continuous learning for their engineers—even just an hour a week—without any expectation that they will produce code or progress in their daily work. “I realize that’s difficult,” says Butler. “I would encourage people to do it on their own, but I would really encourage organizations and leaders to do it, because you’re not going to get this sudden change in your people if they don’t have time and space to learn how to work differently.”

This also means providing enough instruction, Butler adds. When developers aren’t given enough guidance on adopting something new, while being pressured to increase productivity, they risk doubling down on the tools they already know and burning out.

“I do imagine the next number of years could be challenging,” Butler says. Engineers will have to adapt to find their place in an evolving workforce—but they also have a say in shaping that future.

“Being adaptable sort of implies that you’re going to change based on what’s happening around you, and I would really like people to realize the change that’s happening is somewhat up to us,” she says. All individuals have a choice in how they use AI, for instance, and which models they use. “We need to be adaptable and go with the flow to a degree, but we also need to be directing that flow. The future with AI is absolutely not predetermined.”

This article appears in the September 2026 print issue as “The Adaptable Engineer.”