As the capabilities of artificial intelligence (AI) and robotics continue to evolve, and the ways in which humans carry out tasks change as a result, education systems must begin to reassess the competencies required for life and work in the new context. These changes could be significant and fast. Therefore, policymakers must look beyond incremental changes and guidance on AI usage to project into the future and rethink core questions, such as: should emphasis across competencies, or specific knowledge, skills and attitudes within these competencies, in current curricula shift due to AI?; do any competencies become obsolete, and should new competencies be considered?; and finally, how will other curricular aspects (e.g., ordering of content, learning experiences) change?
