The rapid uptake of artificial intelligence (AI) in professional engineering practice is reshaping expectations of engineering graduates and raising important questions about whether current graduate attributes (GAs) remain sufficient and relevant. This study focuses on identifying which engineering graduate attributes are most influenced by the emerging demands of AI-enhanced workplaces and considers the implications for preparing students to engage in human–AI interaction in contemporary professional settings. It examines how practising engineers describe the integration of AI into their work environments and how these descriptions can inform future educational priorities. Practitioner accounts detailing how AI is deployed and used within engineering workflows were sourced from LinkedIn profiles and posts written by alumni of the engineering faculty at a South African university. These accounts were analysed with reference to established engineering graduate attributes to clarify how human–AI collaboration is reshaping the professional dimensions of engineering work. The findings show that AI is not simply adding new or more advanced technical demands, but is driving a reconfiguration of how engineering competence is enacted in practice. The heightened emphasis on engineering management and tool-related attributes, alongside the reorganisation of core technical tasks, points to a developing professional role in which engineers increasingly coordinate, interpret, and integrate AI-enabled systems, rather than operating solely as individual technical problem-solvers. At the same time, the results cautiously indicate that human-centred capabilities—such as professional judgement, communication, and ethically responsible oversight—remain essential, even when they are less explicitly highlighted in practitioners’ own descriptions.