The technological revolution we live in is not a passing phenomenon it is reality itself. Technologies like artificial intelligence, robotics, natural language processing, and augmented reality are already changing the way we work, communicate, learn, and make decisions.
Right now, as cautious optimism begins to rise in the tech market, it is important to understand that recovery will not be complete without deep changes in infrastructure. The big question is not what technology can do, but whether we as a society can prepare ourselves and our children for the new world it creates.
To maintain a nation’s position as an innovation leader and to ensure that every child can integrate into the global labor market in the future, preparation must start at a young age. Technological education is not a luxury for the wealthy or elite schools it is the foundation of national resilience. Just as we do not wait until age 18 to teach math or English, there is no reason to wait until college to expose students to programming, algorithms, or AI-based thinking.
The reality on the ground is concerning: the education system still does not keep pace with the rate of global change. Lessons in science in general and computer science in particular are taught unevenly, often as electives, with a small number of qualified teachers, and training programs are insufficient to meet growing demand. In practice, thousands of children mainly from underprivileged areas are left behind without basic tools to integrate into the future workforce.
This is just the tip of the iceberg. Today, we face a shortage of about 20,000 engineers annually. This is a systemic problem that will worsen as the AI revolution deepens and requires more researchers, developers, PhDs in computer science, industry, management, and other technological fields. To meet this challenge, we must retain existing talent but also ensure many new talents are added. Without creating a fast, consistent, and accessible pathway to tech careers, we will not meet market demand.
A critical issue is the transition from secondary school to higher education. Talented young people who have completed significant technological courses during military service or other training programs encounter obstacles when entering academia, as their courses are often not recognized, requiring them to start over. As a result, many choose not to pursue higher education. We lose individuals who could become researchers or entrepreneurs, wasting valuable years and human potential.
In some countries, engineers enter the workforce at an older age due to education, service, and preparatory requirements. Some of these delays could be reconsidered. For example, standardized tests used for college admissions now require months of preparation, whereas in the past they did not. It is time to evaluate their necessity and whether they act as barriers to higher education.
Another area needing intervention is the number of study slots. Each year, thousands of young people go abroad to study not out of preference for overseas universities, but because they could not gain admission locally. Many stay abroad, and we lose the next generation of innovators. The state must expand slots in technological fields and create pathways for diverse populations, including underrepresented groups.
The gap is not just digital it is a gap in opportunities. Children who do not learn programming or technological thinking will never envision themselves as engineers or entrepreneurs. We are imposing a glass ceiling not due to lack of talent, but because we did not provide the tools.
Societies face economic, social, and security challenges requiring innovative solutions. Health systems, transportation, security, and energy require people with broad technological understanding. Such capacity cannot be built without an educational infrastructure that cultivates the next generation of researchers and entrepreneurs.
What is needed? A clear national vision, collaboration between government, academia, and industry, significant investment in teacher training, industry involvement, extended learning programs, and government encouragement to expand enrichment programs for all. Barriers like standardized tests must be reevaluated, and pre-service courses recognized academically.
The future is already here and it is technological. We are committed to ensuring leadership for the future.