ASE-26: a curriculum for agentic software engineering as a discipline

The work of a professional software engineer has begun to consist, increasingly, of directing agents rather than writing code, and the empirical evidence for the shift is now several years deep. Anthropic's Economic Index puts automation at 79 per cent of Claude Code interactions [2]; Handa and colleagues at Anthropic find AI exposure for Computer Programmer tasks at approximately 75 per cent of the role's distinct activities [3]; Brynjolfsson and colleagues at Stanford's Digital Economy Lab report a 13 per cent relative decline in employment for workers aged 22 to 25 in occupations most exposed to AI [4]. The shift is also unfinished, and the academic literature on agentic software engineering converges on the finding that the missing capability is not better models but structured practitioner discipline. This paper presents ASE-26, a comprehensive undergraduate curriculum for agentic software engineering as a discipline, deposited as a citable reference on Zenodo under CC BY-ND 4.0 [12]. The paper sets out the discipline framing the curriculum rests on, the conceptual contributions it makes (most importantly, the evolutionary spiral as the operational form of the co-evolution of intent and build), the twenty-one-module structure that organises the discipline for teaching, the pedagogical commitments that follow from grading work co-produced with an agent, what graduates leave with, and how the discipline as taught is designed to outlast the specific capabilities of today's models. The position the paper takes is that the practitioner skills the industry currently lacks are precisely the skills the discipline names, and that structured undergraduate curricula in agentic software engineering are the principal mechanism by which the gap closes.

Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs

This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an expanded personality, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences.