This (and a few similar upthread comments) sum the problem up really concisely and nicely: pervasive, cross-stack understanding of how things actually work and why A in layer 3 has a ripple effect on B in layer 9 has become increasingly rare, and those who do know it are the true unicorns in the modern world.
Big part of the problem is the lack of succession / continuity at the university level. I have been closely working with very bright, fresh graduates/interns (data science, AI/ML, software engineering – a wide selection of very different specialisations) in the last few years, and I have even hired a few of them due to being that good.
Talking to them has given me interesting insights into what and how universities teach today. My own conclusion is that the reputable universities teach very well, but what they teach to is highly compartmentalised and typically there is little to no intersection across areas of study (unless the prospective student hits the pot of luck and enrolls in elective studies that go across the areas of knowledge). For example, students who study game programming (yes, it is a thing) do not get taught the CPU architectures or low-level programming in assembly; they have no idea what a pointer is. Freshly graduated software engineers have no idea what a netmask is and how it helps in reading a routing table; they do not know what a route is, either.
So modern ways of teaching are one problem. The second (and I think a big one) is the problem that the computing hardware has become heavily commoditised and appliance-like, in general. Yes, there are a select few who still assemble their own racks of PC servers at home or tinker with Raspberry Pi and other trinkets, but it is no longer an en masse experience. Gone are the days when signing up with an ISP also required building your own network at home. This had an important side effect of acquiring the cross-stack knowledge, which can only be gained today by willingfully taking up a dedicated uni course.
With all of that disappearing into oblivion, the worrying question that I have is: who is going to support all this «low level» stuff in a matter of 20 years without a clear plan for the cross-stack knowledge to succeed the current (and the last?) generation of unicorns?
So those who are drumming up the flexibility of k8s and alike miss out on one important aspect: with the lack of cross-stack knowledge succession, k8s is a risk for any mid- to large-sized organisation due to being heavily reliant on the unicorns and rockstar DevOps engineers who are few and far between. It is much easier to palm the infrastructure off to a cloud platform where supporting it will become someone else's headache whenever there is a problem. But the cloud infrastructure usually just works.
> So modern ways of teaching are one problem.
IME school is for academic discovery and learning theory. 90% of what I actually do on the job comes from self-directed learning. From what I gather this is the case for lots of other fields too. That being said I've now had multiple people tell me that they graduated with CS degrees without having to write anything except Python so now I'm starting to question what's actually being taught in modern CS curricula. How can one claim to have a B.Sc. in our field without understanding how a microprocessor works? If it's in deference to more practical coursework like software design and such then maybe it's a good thing...