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13 Predictions for Technical Education in 2026
From AI in classrooms to rare earths, GIS, data centers, nuclear, and smart HVAC/R—13 predictions shaping technical education in 2026.
Technical education is entering a year where “what you teach” is being reshaped by forces that sit well outside the classroom—energy, national security, supply chains, data centers, and rapid shifts in how technology is built, deployed, and maintained.
In the 2026 Predictions episode of The TechEd Podcast, Matt Kirchner frames these predictions as convergences: not single trends in isolation, but the overlap of multiple disciplines that will change what schools and employers prioritize in the next 12 months.
2026 Predictions At-a-Glance
Watch on YouTube: 13 Predictions for Technical Education in 2026
13 Predictions for Technical Education in 2026
The big picture: in 2026, technical education will be pulled faster toward energy + infrastructure, geopolitics + supply chains, and automation + AI than most curriculum cycles can accommodate. Expect major demand for programs tied to data centers, nuclear energy, HVAC, GIS, rare earths, defense manufacturing, robotics, entrepreneurship, and quantum-adjacent skills. Also expect major changes to which higher ed institutions grow the fastest; “marketing goes STEM”; and the resurgence of the ownership economy.
Now, if you want to really dig into each prediction, here they are:
1) Generative AI in education moves from debate to practice
In 2026, the most important shift won’t be whether AI is “allowed” in education, it will be how you use it without letting it replace learning. Students are already using generative AI in and out of school, so education needs to move past the argument and into responsible implementation.
What changes in 2026
- More practical classroom norms: when AI is allowed, when it isn’t, and what “original thinking” looks like in an AI-assisted world.
- More assessment redesign: projects and performance tasks that make thinking visible, not just final answers.
- More teacher enablement: instructors using AI for planning, differentiation, feedback scaffolding, and content drafting—without outsourcing judgment.
What to do now
- Define “AI acceptable use” in plain language by course type (writing-heavy, technical problem solving, design/build, labs).
- Build rubrics that grade the learning process, not just output.
- Start measuring AI literacy explicitly (prompting, verification, citation, and error-checking). In technical education this could include CAD checks, code tests, and measurement validations.
2) Rare earth minerals become a mainstream education priority
In 2026, expect rising interest and investment in rare earth minerals programs in the U.S. Currently, China accounts for 60% of all global mine production and 90% of all refined production of rare earth minerals. Efforts are underway in America, Europe and Australia to create new supply chains for rare earth minerals. But the effort will require having enough programs in our colleges to support a strategic investment in rare earth minerals in the U.S.
This is not a niche issue. Rare earths sit underneath electrification, advanced manufacturing, defense supply chains, and consumer electronics—meaning the talent pipeline becomes a strategic constraint.
According to Jim Rankin – president of the South Dakota School of Mines at the time he appeared on The TechEd Podcast – we need four disciplines to produce the talent needed for rare earth mineral mining and refinement: geology, mining, mining engineering, geology engineering.
What changes in 2026
- More new program proposals tied to mining, materials, and processing.
- More curriculum that blends geology/materials science with manufacturing process knowledge and supply chain awareness.
- More emphasis on “downstream” jobs too: inspection, quality, metrology, machining, automation, and controls in rare-earth-adjacent manufacturing.
What to do now
- Map where rare earths show up in your region’s employers (even if you’re not “a mining state”).
- Add modules on materials supply chains, materials characterization, and process control into manufacturing and engineering tech pathways.
- Build partnerships with industry and economic development groups that have funding tied to critical minerals.
3) GIS grows as a high-impact technical pathway
Geographic Information Systems (GIS) is the combination of maps/geography with tabular data—so you can analyze real-world issues through both location and information. GIS is growing across emergency response, urban planning, environment, transportation, distribution/logistics, public health, and agriculture.
One major signal of momentum: the University of Cincinnati secured a GIS-related software donation valued at $158 million.
What changes in 2026
- More GIS course offerings and certificates embedded into existing programs (IT, advanced manufacturing, ag tech, public safety, logistics).
- More employer demand for “GIS + something” hybrid talent.
What to do now
- Treat GIS like a foundational analytics platform—not a specialty elective.
- Create cross-program projects (e.g., supply chain mapping + facility planning + environmental compliance).
- Build pathways into roles that combine outdoor interests with technical systems work.
4) Defense-adjacent technologies expand in technical education
Defense technology will play a major role in education in 2026—even if education calls it something else. Companies like Palmer Luckey’s Andruil are developing tactically-integrated unmanned aerial systems, unmanned combat aerial vehicles, quad copters, drones using vision systems, air breathing cruise missiles, autonomous underwater vehicles, ground based sensors, autonomous submarines, and the list goes on and on.
Let’s be clear on the boundary: education should not be teaching “AI-driven munitions.” But the underlying technologies—drones, UGVs, aerospace systems, advanced materials, sensors, autonomy, and the edge-to-cloud continuum—are broadly applicable and will increasingly show up in programs because they matter economically and strategically.
What changes in 2026
- More “dual-use” framing: autonomy and sensing taught through manufacturing, logistics, agriculture, environmental monitoring, and infrastructure applications.
- More demand for multidisciplinary labs: sensors + compute + controls + data + systems integration.
What to do now
- Expand drone and autonomy projects into full systems learning (sensors → data → decision → actuation).
- Add modules on telemetry, vision systems, LiDAR, and smart sensor integration where appropriate.
- Build ethical/safety framing into the curriculum so programs can teach the tech responsibly.
5) Entrepreneurship and the ownership economy influences education programming
The ownership economy is an economic model that broadens access to wealth creation by providing individuals with a meaningful ownership stake in appreciating assets, particularly homes and businesses.
Ownership changes incentives and behavior. And when ownership feels out of reach (for many younger people), it creates economic and social instability. Just look at broader forces like the gig/shared economy and the barriers Gen Z faces in real estate access. Education can turn that tide for the next generation by creating business-savvy students and creating opportunities to earn-and-learn so they can build wealth while they’re young.
What changes in 2026
- More career-tech programs adding business ownership and wealth-building elements.
- More “earn-and-build” pathway language: not just jobs, but asset-building and enterprise creation.
What to do now
- Add entrepreneurship modules into technical pathways (estimating, quoting, customer acquisition, compliance, basic finance).
- Partner with local small business ecosystems: SBDCs, incubators, chambers, industry groups.
- Treat “how to start a business” as a technical competency layer, not a separate elective.
6) Quadrupeds and humanoids move into the tech ed classroom
Quadrupeds and humanoids are everywhere at tradeshows and across TikTok, but so far very few educators are using them to teach meaningful edge-to-cloud skills yet.
It’s not that humanoids don’t belong in the classroom; they do. In fact, with the proliferation of humanoids in China, expect to see more robots making their way to the U.S. Ashley Furniture CEO Todd Wanek predicts we’ll have 50 billion humanoid robots in the United States by 2050.
In education so far, humanoids have been limited to out-of-the-box remote-controlled gadgets – no more than a fun show-piece. In 2026, expect to see more focus on learning outcomes for humanoid and quadruped robots. Use them to teach autonomy, sensors, compute, positioning, electrification, LiDAR, vision, telemetry, and advanced systems integration.
What changes in 2026
- More curriculum models that treat these platforms as “systems labs,” not toys.
- More relevance as industry adoption grows and costs come down.
What to do now
- If you’re exploring these platforms, design the learning outcomes first: what competencies should the student demonstrate?
- Tie the platform to measurable systems concepts: sensing accuracy, latency, model performance, control stability, power management, and data pipeline design.
- Move from “demo day” to “design-test-iterate” workflows.
7) Biomimicry becomes a stronger design and engineering thread
What is biomimicry? It’s the the idea of taking inspiration from nature to improve design. Examples include germ-resistant materials inspired by shark skin and Japan’s bullet train nose design inspired by the kingfisher’s beak. This year, engineering and design students will incorporate more ideas from nature into their models.
What changes in 2026
- More curriculum connections between biology, materials, mechanical design, and manufacturing.
- More student projects that translate natural “solutions” into engineered prototypes.
What to do now
- Add biomimicry project prompts inside CAD/design courses (geometry, aerodynamics, materials).
- Pair biomimicry with rapid prototyping and testing (3D printing, scanning, basic metrology).
- Connect it to modern materials and coatings where local industry is active.
8) Quantum computing gains education and workforce momentum
Tens of billions of dollars are being spent on quantum computing. Expect education to reflect that with increased focus and pathways in 2026. There are applications for quantum computing across AI, pharmaceuticals, healthcare, finance, and cybersecurity. Tie that to career growth in quantum software/hardware engineering, algorithms, and quantum physics.
What changes in 2026
- More introductory exposure: not “everyone becomes a quantum physicist,” but broader awareness and on-ramps.
- More alignment with physics, nanotech, and computer science programs.
What to do now
- Introduce quantum concepts through use cases and career awareness first (especially in high school and early college).
- Build partnerships with universities or regional tech hubs where quantum research or workforce initiatives exist.
- Treat quantum as a “future lens” that strengthens math/CS rigor and modern computing literacy.
9) “Marketing goes STEM”
Where does marketing belong? Once a primarily communications- and business-related subject, marketing is going STEM in 2026. For years, advertising has become increasingly data-driven, automated, and optimized by AI. And while print isn’t completely ‘dead,’ it’s barely hanging onto relevance. Even SEO, the gold-standard in digital marketing for the last 15 years, is being quickly replaced by AEO – AI Engine Optimization.
Matt cites reporting that AI-powered performance campaigns deliver higher returns, and that AI-powered search campaigns can drive materially higher conversions at similar cost. It completely changes how marketers think about their discipline.
What changes in 2026
- Marketing education starts looking more like analytics, experimentation, automation, and systems thinking.
- More demand for hybrid talent: marketing + data + AI toolchains.
What to do now
- If you serve high schools/colleges: modernize marketing pathways around data, A/B testing, automation, and platform mechanics.
- If you’re an employer: revise job descriptions and internships to reflect the new reality (you’re hiring operators of data-driven systems, not only “creative generalists”).
- Connect marketing programs to real-world e-commerce and performance marketing workflows—not just branding theory.
10) The rise of smaller, nimble universities
In a world of declining enrollment and shifting perceptions of four-year degrees, smaller institutions that morph quickly—by modularizing programs, going competency-based, and pivoting fast to applied AI and tech—can gain an edge over slower-moving large institutions.
In larger schools, too much friction (accreditation inertia, entrenched systems, slow change) creates a bottleneck to innovation. By the end of 2026, we’ll see examples of small institutions staying relevant while some larger peers struggle to pivot.
What changes in 2026
- More “bite-sized” credentials and stackable pathways.
- More targeted programs aimed at incumbent workers and fast reskilling/upskilling.
What to do now
- If you’re a smaller institution: be aggressive about modularization, industry alignment, and telling your story.
- If you partner with universities: look for the nimble ones that can co-design programs quickly.
- Prioritize speed-to-update as a strategic advantage.
11) Nuclear energy drives major workforce demand
Nuclear energy becomes a much bigger theme in 2026—driven by energy demand, competitiveness, and data center proliferation.
By 2024 China had roughly matched the U.S. in operating nuclear plants (55 vs. 54), while having far more under construction (31 vs. 1), with a massive cost/time burden of modern U.S. builds. Patrick O’Brien talked in depth about the resurgence of nuclear energy and SMRs (small modular reactors) on The TechEd Podcast.
What changes in 2026
- Rising demand for nuclear engineers, plant technicians, energy systems talent—and supporting trades.
- More education-industry partnerships tied to nuclear supply chain and operations.
What to do now
- Build awareness pathways: what nuclear careers actually look like (and what they pay).
- Create energy systems and controls content that maps to both nuclear and broader industrial needs.
- Partner with nuclear-adjacent employers (utilities, EPCs, component manufacturers).
12) Data centers reshape workforce demand across trades and tech
The scale of data center investment is the kind of trend that quietly rewrites regional labor markets.
Vantage Data Centers breaking ground on a $15B data center campus for Oracle and OpenAI in Port Washington, Wisconsin. On estimate predicts U.S. large tech firms will spend about $400B on AI infrastructure in a single year, and that $3T–$4T could be spent on AI infrastructure by the end of the decade.
For educators, there is a wealth of career opportunities in and around new data centers: electricians, HVAC technicians, project managers, maintenance, plus cloud/AI/IT operations roles, in addition to apprenticeship recruiting and long-term work for trades.
What changes in 2026
- More regional competition for skilled trades due to data center builds.
- Stronger pull for technical programs tied to IT/OT infrastructure, security, controls, and facilities operations.
What to do now
- Treat data centers as a full-stack talent ecosystem: construction trades + controls + IT ops + cybersecurity + maintenance.
- Build pathways that connect electromechanical skills to data infrastructure realities.
- Partner early with developers and contractors—because once the build begins, talent becomes the bottleneck.
13) Smart HVAC/R becomes a bigger technical education priority
Smart HVAC/R is the downstream workforce story of the data center boom—and it’s already visible in the numbers.
The BLS Occupational Outlook view that HVAC technician demand grows at 8% over the next decade, with 40,100 openings per year, and notes that two-year HVAC program enrollment reached 25,971 (a nearly 29% increase year-over-year).
His point: even with rising enrollment, the gap remains large relative to annual openings.
He also highlights how HVAC is becoming more like advanced manufacturing: smart sensors, controls, algorithms, and data-driven optimization—citing the Larson Building Systems Laboratory at University of Colorado Boulder as an example of full-scale HVAC systems research and testing.
What changes in 2026
- More investment in HVAC training capacity.
- More focus on smart controls and system-level optimization (not just installation fundamentals).
What to do now
- Expand HVAC programs to include controls, sensors, data logging, and system optimization concepts.
- Build bridges between HVAC and industrial automation programs (shared control theory, sensors, IIoT fundamentals).
- Engage local HVAC employers now—because data centers will intensify competition for their talent.
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