Edit: I'll rephrase... I like that the problem is tangible. It may not always be obvious. :)
Asking a group of 18 year olds to define the engineering problem they are given is an exercise that humbles me on a semesterly basis about how much development those at the beginning of adulthood still need to undergo.
Last fall I was asked if Chad was a real country or one I had invented for the purpose of our design project. Why? not because they didn't know geography, but because the student had never been given something 'real' to work on and brought their framing of 'course assignments are not real' to it by default. We'd been working on Chad research for 2 months at this point...but the 'this is school' fact underlying what I asked them to do overwhelmed everything else.
You aren't wrong, but reaching that level in engineering actually requires an enormous amount of expertise. That hard earned expertise often makes the surface level of agreeing on the problem seem simple.
I love your comment, because it is so true and yet so hard to grabble with the edges of the implications of what you are saying.
The bug is right there, here's what went wrong, here's how we fix it, `git push`, deploy. Everyone's lives just got better. LOVE IT.