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In the 1980s, I decided to study Computer Science because my cousin recommended it. It was a relatively new field of study in Venezuela, particularly at the Central University of Venezuela. Although I knew little to nothing about computers, I decided to pursue a degree in Computer Science because it seemed like a promising career with good job opportunities.

Looking back, I can say that I made the right decision.

Beginning of my computing career

Computer Science at that time wasn’t like it is today. As the field had developed partly from mathematics, there were still many mathematics-related subjects in the programme. However, given the rapid evolution of the field, I was lucky enough to start my studies just as the curriculum was being changed to better align with the development of the discipline.

The evolution of computing careers

Over the last several decades, computing has evolved significantly. As new technologies and areas of specialisation have emerged, new computing degree programmes have developed, creating a much broader range of career paths.

Professional organisations have played an important role in providing guidance for computing education. The Association for Computing Machinery (ACM) and the IEEE Computer Society have collaborated on curriculum recommendations for computing education for many years. Their Computing Curricula 2020 (CC2020) report describes seven major areas of computing: Computer Engineering (CE), Computer Science (CS), Cybersecurity (CSEC), Information Systems (IS), Information Technology (IT), Software Engineering (SE), and Data Science (DS), with the Data Science curriculum still under development at the time of the report.

These areas have different focuses, although there is considerable overlap between them. Understanding these differences can be useful when considering which area of computing—and ultimately which career path—might be the right fit.

• Computer Engineering combines computing with electrical engineering, focusing on the design and development of systems that integrate hardware and software. It is particularly concerned with how these components interact within computer-based and embedded systems.
• Computer Science focuses on the principles and foundations of computing. It encompasses areas such as algorithms, programming, computer systems, artificial intelligence, and the theoretical concepts that underpin computing. Its broad scope can lead to careers ranging from software development to research and other specialised areas.
• Information Technology has a more practical and operational focus. It is concerned with implementing, configuring, maintaining, and supporting technology to meet the needs of users and organisations. Areas can include networks, cybersecurity, cloud and mobile technologies, web applications, technical support, and the management of computing infrastructure.

These are only three examples. The computing landscape has expanded considerably since I started my degree, creating opportunities that would have been difficult to imagine in the 1980s.

AI is shaking the big tech companies

Throughout history, industrial revolutions have transformed the labour market, sometimes resulting in significant job losses in sectors such as agriculture, manufacturing, and office work. Today, we are experiencing what is commonly referred to as the Fourth Industrial Revolution (4IR), or Industry 4.0, characterised by rapid technological advances, including artificial intelligence (AI).

The impact of AI is already being felt within some of the world’s biggest technology companies. Companies such as Amazon, Meta, and Oracle are investing billions of dollars in AI infrastructure, including data centres and computing capacity, while also restructuring their workforces.

Oracle provides a striking example. In fiscal 2026, the company reduced its workforce by approximately 21,000 employees, from around 162,000 to 141,000 full-time employees. The restructuring has been linked, in part, to the company’s adoption of AI, while Oracle is simultaneously investing heavily in infrastructure to support growing demand for AI and cloud services (Chia, 2026).

If technology has repeatedly transformed the computing profession, what will AI mean for the careers of today’s computing graduates?

But AI is also creating new career opportunities

As with previous phases of the Industrial Revolution, technological change is not only about jobs being displaced; it can also create new roles and areas of work. AI is already contributing to the emergence of new skills and occupations while changing the tasks and responsibilities associated with existing ones.

China, for example, is actively promoting AI adoption and workforce development, with policymakers highlighting its potential to create new employment opportunities while also acknowledging the disruption it may cause to existing jobs (Butri, 2026).

Professional frameworks are also adapting to these changes. The Skills Framework for the Information Age (SFIA) has expanded its guidance around AI and machine learning, covering skills associated with areas such as AI and data literacy, machine learning, data science, AI and data ethics, governance, risk management, and AI/ML operations.

SFIA can therefore be useful not only for organisations identifying the skills they need, but also for individuals planning their professional development and exploring potential career pathways.

What does Tech New Zealand say about pursuing a career in digital technologies?

In a recent report, Tech New Zealand examines the state of digital capability in Aotearoa New Zealand as the country enters the age of artificial intelligence. The report highlights growing demand for advanced digital skills, particularly in areas such as AI, cybersecurity, cloud infrastructure, and software development (Tech New Zealand, 2026).

Interestingly, the report challenges the idea that AI will simply replace human effort. Instead, it argues that as AI becomes more widely adopted, people with advanced digital skills will become even more important. Organisations need professionals who can build, secure, apply, and govern increasingly complex digital systems safely and responsibly.

So, if you are considering a career in digital technologies, what are some of the reasons you might consider pursuing one in New Zealand?

You will be joining one of New Zealand’s most dynamic sectors

The technology industry in New Zealand is not just growing; it is significantly outpacing the wider economy (Tech New Zealand, 2026).

• Rapid growth: The top 200 technology exporters generated nearly $18 billion in revenue in 2024. Over the past five years, they have grown at around 8% annually—approximately five times faster than the wider New Zealand economy.
• A major economic engine: New Zealand’s technology sector comprises more than 24,000 firms and contributes approximately $24 billion to the country’s GDP, equivalent to around 8% of GDP.
• Strong future prospects: More than half of surveyed organisations expect recruitment for digital roles to increase over the next 12 months. Demand is particularly strong for skills in software development, cloud infrastructure, AI, and cybersecurity.

It’s not just tech companies

You might think that a career in technology means working for a software company or startup. However, digital skills are increasingly needed across the entire economy.

More than 132,000 people were employed in ICT professions in New Zealand according to the 2023 Census. Digital capability is needed across a wide range of sectors, including agriculture, healthcare, finance, government, and other public and private services (Tech New Zealand, 2026).

This means that a digital career does not necessarily require you to choose between technology and another field you are passionate about. You could combine digital skills with interests such as farming, healthcare, business, education, or the creative industries.

AI is an amplifier, not simply a replacement

If you are worried that AI tools will automate developer roles before you even have a chance to enter the profession, consider another perspective.

• AI increases the need for advanced skills: The Tech New Zealand report argues that AI does not eliminate the need for advanced digital talent. Instead, as AI becomes more widely used, organisations need people who understand the technology well enough to design, validate, integrate, secure, and govern increasingly complex systems (Tech New Zealand, 2026).
• AI changes the skills required: AI can make some tasks faster, but its use can also introduce greater complexity, technical debt, and security risks. This increases the importance of professionals who can evaluate AI-generated outputs, manage those risks, and apply AI safely and effectively.

In other words, the question may not be whether AI will replace technology professionals, but how technology professionals will need to adapt to work alongside AI.

Why I recommend pursuing a career in digital technologies

Having built a career in computing—from my undergraduate degree through to a PhD—and then developing my career as an educator in the field, I can certainly relate to the findings of the Tech New Zealand report.

More importantly, my own experience has shown me that a career in computing can provide many different pathways throughout your professional life. If you become bored with one role or want a new challenge, you can move into another area. For example, you might move from software development into software testing, or progress into a more managerial role such as IT project management. You can also move between technical and non-technical roles as your interests and skills develop.

The SFIA framework is a useful resource for exploring the skills and capabilities you can develop as you enter the technology sector. It can also help you identify potential career pathways and understand how your skills can evolve as technology continues to change. For me, this flexibility is one of the most attractive aspects of a career in computing. You are not necessarily choosing one job for life; you are entering a field where there are opportunities to learn, adapt, and move in new directions throughout your career.

So, is computing still a good career choice in the age of AI?

I believe it is—but with one important condition: you need to be prepared to keep learning and adapting.

That was true when I started my Computer Science degree in the 1980s, and it is even more true today.

References

Butri, P. (2026, March 11). China closes university programs for AI. Grand Linux Solution. https://www.grandlinux.com/en/blogs/china-ai-education-jobs.html

CC2020 Task Force. (2021). Computing curricula 2020: Paradigms for global computing education. Association for Computing Machinery. https://doi.org/10.1145/3467967

Chia, O. (2026, June 23). Tech giant Oracle cuts 21,000 jobs as it embraces AI. BBC News. https://www.bbc.com/news/articles/c4gy0x0j5deo

Tech New Zealand. (2026). Digital skills in the age of AI (4th ed.). https://technewzealand.org.nz/reports/new-digital-skills-aotearoa-report-calls-for-coordinated-action/

SFIA. (n.d.). SFIA AI: Summary chart. Retrieved August 24, 2026, from https://sfia-online.org/en/sfia-9/sfia-views/sfia-9-multi-view/sfia-ai-en-summary-chart-with-roles

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