BRICS Universities Cultivating Future Economy Specialists Amidst Shifting Global Workforce Demands
According to the International Desk of Webangah News Agency, the economic competition of the 21st century is no longer solely dependent on natural resources and production capacities. The ability of countries to cultivate specialized human capital and develop scientific and technological capabilities has become a decisive factor. The World Economic Forum predicts that by 2030, approximately 92 million jobs globally will be lost due to automation, while simultaneously creating 170 million new job opportunities. A significant portion of these new roles will require skills in engineering, data analysis, and natural sciences.
BRICS member countries, with a combined population of around 3.9 billion, possess a substantial share of the world’s educational systems. In this context, reforming higher education is not merely a social necessity but is directly linked to their economic and technological independence. Universities are gradually evolving beyond purely educational institutions, becoming a strategic infrastructure for development alongside energy, logistics, and digital infrastructure.
Universities: Linking Government, Industry, and Technology
Kirill Kostin, Director of the “Knowledge Diplomacy” Center and an expert in BRICS international relations and institutional development, believes that universities are no longer just places for knowledge transfer. Instead, they are increasingly bridging the strategic priorities of governments, the needs of businesses, and the development of new technologies. According to him, international network programs, joint laboratories, academic groups, faculty and student exchanges, and support for youth initiatives can foster human capital development and strengthen connections among scientists and social actors across different countries.
With the expansion of production chains, industrial digitalization, and an increase in joint infrastructure projects, the demand for specialists capable of operating within the legal and economic frameworks of various nations has grown. Consequently, workforce training is progressively moving beyond the scope of national educational policies to become an integral part of the international economic cooperation agenda. In 2025, global education systems faced challenges such as teacher shortages, increased pressure on schools, demographic shifts, educational inequality, and the rapid growth of digital technologies. Simultaneously, education has transformed into an economic market with growing potential, generating tens of billions of dollars in revenue from educational service exports in some countries.
Divergent Specializations: A BRICS Advantage
One of the characteristics of the BRICS educational approach is the move towards complementing each other’s capacities rather than standardizing educational systems. In this model, each country focuses on areas where it possesses greater scientific, industrial, or human resource strengths. According to data from the 2023-2024 academic year, over one-third of the world’s students reside in BRICS countries, and more than 35 percent of global schools are located within these nations. India leads with over 365 million school-aged students, followed by China with over 211 million, Brazil with over 53 million, Russia with over 22 million, and South Africa with approximately 20 million students.
China, by linking educational reforms with technological modernization, aims to become a leading global educational power. Xinhua News Agency reported that in 2025, Chinese state-owned enterprises’ investment in research and development reached 1.1 trillion yuan, equivalent to approximately $164.1 billion, with reinvestment in R&D accounting for 2.86% of revenue. China also hosts 474 national R&D platforms, employing 1.44 million individuals. India, under its National Education Policy reforms, aims to increase the proportion of youth in higher education to 50% by 2035, strengthening the link between education and the job market through its Ministry of Skill Development and Entrepreneurship. Russia, through its “Priority 2030” program, seeks to establish a network of research-oriented universities connected to the real economy, reviving specialized training tailored to regional characteristics and industrial needs to supply local markets and prevent excessive human capital concentration in megacities.
Brazil is developing agricultural technologies based on its experience in tropical agriculture. The United Arab Emirates is investing in artificial intelligence and space technologies. South Africa is focusing on training specialists in critical minerals for the energy transition, while Ethiopia is expanding its technical education system to support industrialization. A report by the BRICS Expert Council in Russia and the Institute of Education of the National Research University Higher School of Economics suggests that differences between member states’ educational systems can be a source of growth rather than an obstacle, allowing countries to concentrate resources in areas of national advantage and reduce redundant research capacities. In such a structure, universities can become components of a shared knowledge chain, where the training of an engineer in one country, a research period in another, and the application of technological achievements in a third country form sequential stages of a single process.
Artificial Intelligence and Skills for the Future Economy
In the future job market, competition will not only be between humans and artificial intelligence but will be more significantly defined by the ability to effectively utilize this technology. Technology does not necessarily eliminate jobs but changes their skill requirements. The World Economic Forum report identifies five sectors expected to see the most job growth by 2030: Technology and Digital Transformation (35 million jobs), Clean Energy (28 million jobs), Healthcare (24 million jobs), Education and Workforce Development (18 million jobs), and Infrastructure and Transportation (15 million jobs). Raymond Matlala, a business and education expert from the Global South and head of the BRICS Youth Association in South Africa, highlights artificial intelligence, data science, cybersecurity, renewable energy, climate science, biotechnology, engineering, public health, and advanced manufacturing as areas of increasing demand. He also emphasizes the growing importance of entrepreneurship, innovation, and global governance in preparing future managers and leaders.
These developments necessitate a review of curricula, the development of digital infrastructure, increased research investment, and strengthened collaboration between universities and industry and international partners. China is pursuing a focused approach by integrating AI into all levels of its educational system, from curricula and teacher training to school management and digital infrastructure, aiming to produce specialists for the digital economy and enhance China’s global educational standing by 2035. Alongside specialized knowledge, skills such as critical and systems thinking, information analysis, distinguishing fact from interpretation, problem-solving in uncertain conditions, and interdisciplinary work are gaining prominence. Kostin believes future specialists must consider cultural and regional differences in designing solutions and take responsibility for their outcomes. The World Economic Forum report indicates that 39% of the workforce’s key skills will change or become obsolete by 2030. Meanwhile, 77% of employers are ready to invest in upskilling their employees, and 81% are shifting towards hiring based on practical competencies. Multilingualism can also be a significant competitive advantage in the international job market. English, Chinese, Portuguese, Russian, Hindi, and Arabic are among the languages that can create more professional opportunities with expanding economic and academic cooperation within BRICS.
BRICS Network University: A Step Towards a Common Skills Market
One of the institutional mechanisms for these collaborations is the BRICS Network University, established in 2015, which brings together universities in fields such as energy, computer science, environment, and economics. The development of joint master’s programs and dual degree mechanisms are among the tools used by this network to enhance academic cooperation and facilitate the mobility of specialized labor. Matlala believes universities should develop shared research, technologies, and solutions for global development challenges, in addition to student exchange. He suggests that strengthening research collaborations, faculty exchange, dual degree programs, and utilizing digital education platforms can expand university linkages with government and industry. Kostin, referencing his research findings, notes that student exchange, joint educational programs, commercial cooperation, and investment are areas of interest for young people.
Estimates suggest that the number of students participating in joint BRICS programs could reach 100,000 by 2030. The economic significance of these collaborations extends beyond academic exchange, as joint work by research groups can, in the long term, lay the groundwork for technological development, joint project implementation, and the commercialization of research outcomes. In this framework, academic mobility transcends traditional student exchange and becomes a tool for harmonizing technological standards and creating a common market for specialized labor. Alongside increasing immigration restrictions in some leading countries, new centers for attracting international students are emerging in the Middle East and East Asia, a trend that could provide a new opportunity for BRICS countries to attract talent.
Obstacles to Forming a Common Educational Space
Despite existing capacities, the creation of an integrated educational space within BRICS faces numerous obstacles. Differences in educational standards, course structures, study hours, and degree accreditation systems remain a primary limitation for forming a common market for specialized labor. According to data cited in this report, 63% of employers identify a skills gap among employees as the main impediment to digital and organizational transformation. Therefore, the primary challenge is not just access to knowledge but also the speed of skill updating. Infrastructure gaps among universities, particularly in laboratory facilities, are another impediment. Joint investment in cloud platforms and virtual laboratories can help bridge this divide. Linguistic and cultural diversity necessitates the design of programs in Portuguese, Hindi, Chinese, Arabic, and Russian, and the enhancement of cross-cultural communication skills. Financing higher education, declining international aid, rising university costs, teacher shortages, and the need for inclusive education support are also among the common challenges these countries face. Consequently, the formation of a common educational space is not solely dependent on political will and requires institutional reforms, standardization harmonization, infrastructure financing, and the establishment of a multilingual educational environment.
From Joint Education to Technological Development and Innovation
The outlook for BRICS educational cooperation depends on the member countries’ ability to transform scientific capacities into technology and economic value. Patent filing activities serve as an indicator of this trend. According to data from the World Intellectual Property Organization, China filed approximately 1,795,000 patent applications in 2024. India’s applications reached 143,700 in the same year, an increase of over 30%. Russia, based on data from its Federal Service for Intellectual Property for 2025, registered 48,327 applications for inventions and utility models. The number of inventions entering Russia’s economic cycle grew by 25% to 6,000. Brazil also recorded its best performance since 2016 with nearly 30,000 applications. These statistics indicate that developing research capacity becomes a sustainable economic advantage only when it leads to technology creation and commercialization of achievements. In a knowledge-based economy, a significant portion of added value is created not in mass assembly but in design, technology development, and intellectual property. The sustainability of this model also depends on the state of basic sciences. Research-oriented universities, in addition to knowledge production, train a new generation of specialists and innovators by involving students in research projects. Furthermore, the experience of member countries shows that the direct participation of employers in training specialists, particularly in complex and high-value-added industries such as aerospace, food production, and the digital economy, can enhance the effectiveness of educational programs. However, a shortage of IT specialists, weak supporting structures for advanced technology deployment, and management challenges within universities remain risks for these programs. Improving university management, strengthening financial sustainability, and establishing specialized evaluation mechanisms can help mitigate these obstacles. Overall, BRICS countries, with their diverse scientific capacities, resources, and industrial capabilities, have the opportunity to create a framework for the joint production of knowledge, technology, and innovation through university networks, going beyond just training specialists. The success of these collaborations in the coming years will depend on the members’ ability to link education, research, and industry, and to cultivate a new generation of researchers, engineers, and entrepreneurs.
