arXiv:2605.13357v1 Announce Type: cross
Abstract: Foundation models have transformed automated code generation, yet autonomous software-engineering agents remain unreliable in realistic development settings. The dominant explanation locates this gap in model capability. We propose a different locus: software-engineering capability emerges from a model-harness-environment system, in which a runtime substrate — the harness — mediates how a foundation-model agent observes a project, acts on it, receives feedback, and establishes that a change is complete. We formalize this substrate as an AI Harness Engineering and identify eleven component responsibilities: task specification, context selection, tool access, project memory, task state, observability, failure attribution, verification, permissions, entropy auditing, and intervention recording. We operationalize the harness through a four-level ladder (H0-H3) that progressively exposes runtime support to the agent, and we propose a trace-based evaluation protocol that converts each agent run into an auditable episode package. Applied to a controlled validation task, the framework yields episode packages whose evidence structure varies systematically with harness level: lower levels produce only a final patch, higher levels produce reproduction logs, failure attributions, deterministic requirement checks, and structured verification reports. The framework reframes the central question of autonomous software engineering from whether a foundation model can produce a patch to whether the model-harness-environment system can produce a verifiably correct, attributed, and maintainable change. We outline a research program for the runtime systems that foundation-model software agents will require.
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological