4 YEARS TO 2030: SHAPING THE NEW WORLD TOGETHER BETWEEN TECHNOLOGY, PEOPLE AND THE ECONOMY

As we move towards 2030, it is insufficient to address the relationship between technology and people under the banner of increased productivity or a standardized digital transformation. The global risks we face in environmental, economic, social, and geopolitical areas, with a focus on the climate crisis, are becoming increasingly complex and multi-layered. Geopolitical developments necessitate repositioning in economic and technological areas; this process also brings about geo-economic transformation. In this period, where the balances of production, trade, and technology development are being reshaped on a global scale, countries are defined by their competitiveness, technology production capabilities, data management powers, and levels of strategic independence. Indeed, the capacity of countries to be self-sufficient, with a focus on critical technologies, is one of the most decisive elements of development policies. In this sense, geo-economic transformation signals a new era in which countries’ positions in the global system are determined not by their economic size, but by their R&D capacities and qualified human resources.

Precisely for this reason, as we move towards 2030, the fundamental issue we need to discuss is not so much the technology itself, but the quality of the human resources that will manage this transformation. Under the title “4 Years to 2030: A New World Between Technology, People, and Economy,” as we reflect on the human factor, competencies, the transformation of education systems, and the new work culture, we are directing the main question not toward what technology is, but toward how we can manage this transformation by strengthening qualified human resources. Historically, every major technological leap (wave of innovation) has brought with it a new phase that transformed production methods and economic structures. The steam-powered industrial transformation, which began in the second half of the 18th century and continued until the mid-19th century, gave rise to mechanical production systems. The spread of electrification and mass production models from the last quarter of the 19th century to the First World War shaped the second major innovation phase. The integration of computerization and automation technologies into production systems in the last quarter of the 20th century formed the third wave, while the global spread of the internet in the 1990s laid the foundation for the digital network economy. After 2008, mobile technologies, the platform economy, and data-driven business models opened the door to a new phase of innovation. Today, we are experiencing the sixth wave of innovation, built upon this accumulation and gaining momentum in the post-2020 period. This era, in which artificial intelligence, autonomous systems, the Internet of Things, advanced production technologies, and data-driven infrastructures are developing in an integrated manner, points to a structure in which digital and green transformation are progressing simultaneously. Many areas, from energy systems to production lines, education to public services, are being reshaped by this wave.

The defining question of this transformation is not so much “which technology?” but rather “what kind of human resources?” The capacity to produce science and technology provides the strongest answer to this question. The element that makes this capacity sustainable is the qualified human resources that will produce, develop, and responsibly manage it. As we move towards 2030, the future employee profile will be shaped by technical knowledge combined with the ability to think across disciplines, approach complex problems holistically, and demonstrate flexibility in uncertain environments. Agile learning, adaptability, and a culture of collaborative production are among the key skills of the new era. As the scale of the problems we face deepens, the ways of generating solutions are also shifting to an interdisciplinary and multi-stakeholder ground. Topics such as climate change, energy security, data sovereignty, and the artificial intelligence ecosystem require a broad area of cooperation ranging from engineering to social sciences, economics, and policy-making processes. Society is now at the center of this process, going beyond being an affected group to become an active stakeholder in solution-making processes. The extent to which scientific knowledge generates value when it meets social needs makes it imperative that every model developed is shaped in collaboration with the field. In an age where access to information has accelerated to such an extent, the role of education systems and universities is inevitably being redefined. Education is evolving into a structure that goes beyond content transfer and strengthens the capacity for problem solving, collaborative development, and impact creation. At this point, extracurricular learning environments, in particular, are moving beyond being a complementary element of the education ecosystem to become a strategic component. This ecosystem, shaped through student clubs, project teams, thematic summits, entrepreneurship platforms, and interdisciplinary work areas, enables students to learn by taking responsibility, participate in decision-making processes, and gain experience on real problems. These environments stand out as dynamic learning spaces where theoretical knowledge meets practice, a culture of collaborative creation is strengthened, and qualified human resources develop in a multidimensional way. In line with this understanding, as Istanbul Technical University, we are spreading models that strengthen the culture of learning together, developing together, and succeeding together. Our Campus Co-Learning Labs are the best example of this: interdisciplinary co-creation spaces where knowledge is produced, tested, and applied. These environments, which increase interaction between academia and industry, turn students into active partners in transformation while expanding their sphere of influence through field applications where the developed solutions meet social needs. The new work culture is also taking shape on this ground. We are moving towards a work order where horizontal collaborations gain strength, role flexibility increases, and collaborative production capacity comes to the fore. The human resources that generate value for institutions consist of individuals who can adapt to change, take responsibility, and work with different disciplines. The human-machine balance is at the center of this transformation. Artificial intelligence accelerates processes, increases efficiency, and provides decision support mechanisms. However, it is still humans who guide,determine the ethical framework, and take responsibility. The harmony between technological progress and human qualities forms the basis of sustainable development. With four years to go until 2030, the decisive factor is the combined strengthening of the capacity to produce science and technology and the qualified human resources to carry this capacity. The solution is not just producing knowledge for society, but producing solutions together with society. The real impact of knowledge emerges when it comes into contact with application areas and is developed with a multi- stakeholder approach. In the new world, humans are as central as technology. And what will determine the future is the capacity of technology and humans to learn together, develop together, and succeed together.