What if the most valuable technology skill of the next decade is something our universities and polytechnics are only beginning to teach? And what if we miss the opportunity simply because we waited too long to prepare?
Throughout my career, from teaching at Universiti Teknologi Malaysia (UTM) to working at CELCOM, conducting research at MIMOS, and eventually building FAVORIOT, I have witnessed how technologies emerge and create opportunities for those who recognise their potential early.
When the Internet of Things (IoT) first attracted attention, very few people understood how to build complete connected systems. We had electronics engineers, telecommunications specialists and software developers, but finding someone who understood how everything worked together was difficult.
Those who started learning early gained valuable experience. They built prototypes, made mistakes, solved technical problems and gradually became the specialists that industries needed.
Today, I see a similar opportunity emerging with Artificial Intelligence of Things (AIoT). But this time, I believe our universities and polytechnics must act earlier.
AIoT Is More Than Learning Artificial Intelligence
Artificial Intelligence is becoming increasingly accessible. Students can use AI to generate code, analyse information, prepare assignments and develop applications. These are useful skills, but AIoT introduces another level of technical capability.
AIoT combines intelligence with the physical world. Imagine factories where machines detect unusual operating conditions, buildings that identify energy wastage, or environmental monitoring systems that provide earlier warnings of potential dangers.
Building these applications requires knowledge of sensors, communication networks, IoT platforms, machine learning, cybersecurity and operational processes.
Finding professionals who understand all these disciplines remains challenging. This creates an opportunity for students who begin developing AIoT expertise before it becomes widely available.
Before We Train Students, We Must Train Their Lecturers
Having spent years in academia, I strongly believe that educational change must begin with educators themselves.
We cannot expect lecturers to teach emerging technologies confidently if they have not been given opportunities to learn and experiment with them.
Universities and polytechnics should begin sending lecturers for specialised AIoT training, even before introducing dedicated AIoT programmes.
There are several reasons why this matters:
- Lecturers become the first generation of AIoT educators. They develop the knowledge required to introduce AIoT concepts across existing engineering and computing courses.
- Students benefit from practical teaching. Trained lecturers can guide students beyond theoretical lessons into real sensor connectivity, analytics and intelligent applications.
- Final-year projects become more relevant. Students can develop solutions involving predictive maintenance, energy monitoring, smart agriculture and environmental intelligence.
- Research opportunities expand. Lecturers can explore multidisciplinary research and collaborate with industry partners.
- Educational institutions gain an early advantage. Universities that prepare their lecturers now may become recognised centres for AIoT education and applied research.
Training lecturers should not be viewed simply as another professional development activity. It is an investment in the future capabilities of their students.
Why Early AIoT Skills Matter
Students who begin learning AIoT today may enjoy several advantages. They can develop specialist knowledge before competition increases, gain experience across multiple technical disciplines and explore opportunities in manufacturing, agriculture, energy, utilities and smart cities.
More importantly, they can begin building real solutions while others are still learning introductory concepts.
I have always believed that practical experience gives young engineers confidence. When students successfully connect sensors, collect real-time data, apply machine learning and demonstrate useful results, they begin seeing themselves as solution builders rather than simply graduates seeking employment.
That confidence can influence their entire careers.
Universities Should Not Wait for Industry Demand
One concern I often have is that educational programmes sometimes respond only after industries begin reporting skills shortages.
By then, preparing lecturers, developing laboratories, revising curricula and producing graduates may take several more years.
We should reverse that approach. Universities and polytechnics should identify emerging technical capabilities and prepare their educators before demand becomes widespread.
Start by sending a small group of lecturers for AIoT training. Allow them to develop practical projects, share their knowledge with colleagues and introduce AIoT components into existing courses.
Over time, these efforts can grow into specialised laboratories, research groups and industry collaborations.
My Message to Education Leaders
When we started building FAVORIOT in 2017, IoT was still developing. The experience taught me that entering an emerging field early can be difficult, but it also creates opportunities to build expertise that others may take years to acquire.
I do not want our next generation of engineers to discover AIoT only when companies begin urgently searching for experienced professionals.
If we want students to become future AIoT experts, we must first give their lecturers the opportunity to become AIoT educators.
The next generation of AIoT talent may already be sitting in our classrooms. What they need are educators who can recognise their potential, guide their experiments and prepare them for opportunities that are only beginning to emerge.
My hope is that Malaysian universities and polytechnics will start preparing today, not because AIoT has already become popular, but because they believe our students deserve to be among the pioneers of tomorrow.
