Leveling Up Texas Talent: Building an Unmatched Tech Workforce

Session Overview

As industries evolve, so too must the educational institutions responsible for preparing the next generation of workers. The panel discussion explored how universities can better align with industry needs, expand access to training programs, and equip students—both traditional and non-traditional—with the skills necessary to thrive in an uncertain future.

Key Session Insights

Students today will graduate into a world where they will work with technologies yet to be invented, in jobs yet to exist, and solving problems yet be recognized — that’s a key point made Dr. David Garza, President of Tec de Monterrey, teeing up the conversation. In other words, the need for educational institutions to prepare students for an unpredictable job market is complicated by the accelerating pace of technological change. In this context, universities must go beyond traditional skill-based training and focus on developing adaptability. What skills will enable graduates to navigate these evolving conditions? How can universities and communities build a resilient workforce?

In the panel’s view, the ability to respond to shifting job markets and embrace new opportunities will define career longevity in an uncertain future.

Building on this idea, Mr. Joe Sanchez, Executive Director and Secretary of the Board for the Cyber Texas Foundation, broadened the conversation by highlighting the significance of “power skills,” what others often refer to as “soft skills,” which go beyond technical expertise. He argued that in an increasingly dynamic world, employers are placing greater value on abilities such as critical thinking, communication, and adaptability. These skills allow employees to remain effective despite technological disruptions or industry shifts, making them indispensable in the modern workforce. Having the competency to be durable, flexible, and willing to continuously learn will ensure students are prepared for their first jobs and also capable of growing and evolving throughout their careers.

Just as students need to be prepared to enter a world of rapid innovation, current workers need to be prepared to adapt and change in a technologically turbulent world. As industries evolve, many workers find themselves equipped with outdated skills, creating a widening gap between available jobs and workforce capabilities. To bridge this divide, panelists explored innovative employee retraining programs, the shift toward skills-based hiring, and the importance of legitimizing alternative education pathways.

In fact, as Dr. Garza pointed out, industries are increasingly prioritizing practical skills over formal degrees, yet societal perceptions of education have not fully caught up with this transition. While not everyone can or should attend university, alternative education models still face cultural stigma in certain regions. In Mexico, for example, vocational training is often seen as a lesser path compared to university education. Rethinking traditional education models is essential to accommodating a diverse range of learners and ensuring that workforce training aligns with industry needs. One such initiative is Tec de Monterrey’s "Learning for the Future" initiative, a continuous education program designed to help learners keep pace with technological advancements throughout their careers.

Mr. Dean Gefen, CEO of NukuDo, provided another example. His company addresses the challenge of training or reskilling workers for today’s job market by helping transition workers from declining industries into emerging fields quickly and cost-effectively. Drawing from his experience training soldiers in Israel for cybersecurity through the Israel Defense Forces (IDF), Mr. Gefen pointed out that targeted, skills-based programs can rapidly equip individuals with highly sought-after expertise. In this way, high school graduates can quickly be trained for crucial industries such as cybersecurity without completing a four-year degree.

In Nukodo’s cybersecurity training model, for example, students apply, and receive hands-on training that’s paid for by Nukodo. Students are then directly placed with employers. This structure not only provides job seekers with in-demand skills but also relieves businesses of the financial burden of training new employees. Additionally, Mr. Gefen noted that in cybersecurity, local talent is often preferable to offshore workers due to national security concerns.

Dr. Heather Shipley, Provost and Executive Vice President for Academic Affairs for The University of Texas at San Antonio (UTSA), then shared how UTSA is expanding access to industry-relevant skills beyond the traditional STEM pipeline. Recognizing that technology is reshaping every field—from social sciences to the humanities—UTSA is broadening its credentialing programs to equip students across disciplines with practical expertise in AI, data science, and other emerging technologies. These programs are designed for both traditional students and adult learners looking to reskill, ensuring a wider range of individuals can adapt to the demands of a changing job market. To further bridge the gap between education and industry, UTSA is fostering interdisciplinary collaboration through new campus spaces that encourage hands-on learning and real-world problem-solving, as well as working closely with Tec de Monterrey to exchange best practices for skills-based learning across the broader South Texas region.

The need to align workforce skills with industry demands is particularly essential for industries that protect America’s critical systems. With the demand for cybersecurity professionals growing faster than the supply, Mr. Sanchez stressed, "What we need more of is workforce." One way of getting more workers into these crucial industries is to get them interested in it at an early age. He pointed out that UTSA has developed a cyber defender card game to introduce young people to cybersecurity concepts and spark their interest in the field.

Besides teaching students the skills relevant to industry, it is also critical that students are given exposure to the types of problems they will encounter in the working world. Dr. Garza shared how Tec de Monterrey’s academic model has incorporated a balance between lecture-based learning and challenge-based learning. Since 2019, their “Tec 21” model has incorporated a fifty/fifty mix of traditional lectures and hands-on, real-world projects, allowing students to collaborate directly with industry partners. Dr. Garza noted that Tec de Monterrey will be integrating AI into all its programs by next year, a goal that aligns with UTSA’s focus on ensuring that all students gain exposure to AI and data science.

The common thread through the innovative training programs discussed by the panelists is they are driven by strong partnerships between educational institutions and industry leaders. Both UTSA and Tec de Monterrey work to closely collaborate with industry partners and the community, which helps integrate real-world experience into student education. By working together, universities and industries can help ensure that students are equipped with the skills necessary to succeed in the evolving job market.

Workforce development is not just about teaching technical skills—it is about fostering resilience, critical thinking, and lifelong learning. Institutions must rethink traditional education models, embrace alternative credentialing programs, and create direct pipelines to employment. Whether through hands-on learning, skills-based hiring, or innovative retraining initiatives, the future of workforce readiness depends on strong partnerships between academia, industry, and policymakers. By working together, these stakeholders can ensure that students—regardless of their background or field of study—are prepared to meet the challenges of an ever-changing job market.