Daniel Susskind’s new book offers a thoughtful examination of how artificial intelligence (AI) is reshaping the future of work and the skills young people will need to thrive. Addressing the question of whether children can still prosper in an era increasingly dominated by AI, Susskind presents a balanced view that combines caution with cautious optimism.

Susskind, an expert affiliated with Oxford and Stanford, argues that traditional advice on career preparation may no longer be reliable as AI automates more tasks—particularly in white-collar professions. He challenges the assumption that higher education necessarily protects against automation, noting that the formal qualifications once thought essential are becoming less relevant for predicting which tasks AI can perform. Instead, he proposes a revival of apprenticeship-style learning in white-collar fields, where novices gain hands-on experience and absorb nuance by working alongside experienced professionals. He envisions generative AI being used as a tool for simulated training, similar to methods employed in engineering and high-performance sports, to accelerate skill development and prepare future accountants, lawyers, and others for complex roles.

While AI’s advancing capabilities extend even into creative domains—such as generating architectural designs, legal arguments, and storytelling—Susskind maintains that certain human qualities will remain valuable. Audiences still prefer human athletes and musicians, and many roles that require empathy and ethical judgment, including healthcare and social work, are likely to continue demanding human involvement. He highlights that despite AI’s successes, humans remain competitive in fields like chess decades after the landmark match between Garry Kasparov and IBM’s Deep Blue.

Susskind calls for a major overhaul in education to meet these challenges. He advocates for integrating AI-focused curricula that cover the technology’s history, ethical considerations, and limitations, thereby fostering “active critics” capable of evaluating AI outputs critically. Drawing on the economist Tyler Cowen’s suggestion, he supports dedicating a substantial portion of university courses to AI literacy. The aim is to equip students not only with technical knowledge but also with foundational skills such as reading, writing, mathematics, and scientific reasoning, which remain essential even as AI tools become ubiquitous.

Another priority highlighted in the book is combating distraction, particularly among younger generations heavily engaged with social media. Susskind warns that constant digital interruptions—unlike past societal concerns about technological distractions—are baked into modern business models, making focus a critical skill to cultivate.

Ultimately, Susskind cautions against the defeatist notion of training children solely for the small subset of jobs AI cannot yet replicate. Instead, he urges a broader vision of education that emphasizes personal identity, citizenship, and human values alongside productivity. He suggests that understanding “who you are, not what you do” will be crucial as society adjusts to the transformative effects of AI on work and life.