Occupations and Qualifications Generated by Digitalization and Sustainable Development in Aviation Industry

Introduction

This report underpinned the value proposition that higher education–industry partnerships accelerated the development of future-ready aviation skills. It documented how the AVIONIC project designed and delivered modular, practice-based learning to build green and digital competences, using open educational resources (OER), simulation, and co-created curricula mapped to European frameworks.

Purpose of the report

The purpose of this report was to present the experience and outcomes of the AVIONIC project, an Erasmus+ initiative focused on strengthening the skills base of the aviation and aerospace workforce in line with the dual transition towards digitalisation and sustainability. The report aimed to demonstrate how higher education institutions, industry partners, and policy actors collaborated to identify emerging occupational profiles, design innovative curricula, and develop digital teaching tools that can be adapted and scaled across different contexts.

Specifically, the report outlined how the project approached four interconnected objectives. First, it mapped labour market trends and skill demands across airports, airlines, ground handling, air traffic management, and maintenance, thereby identifying critical areas where competence gaps were most pronounced. Second, it translated these insights into a comprehensive competency framework aligned with European and international standards, such as the European Qualifications Framework (EQF), the European Skills, Competences, Qualifications and Occupations (ESCO) classification, and the Sectoral Qualification Framework for Air Transport (SQFAT). Third, it presented the design and piloting of modular courses and micro-credentials, developed through co-creation with industry stakeholders and tested in international master’s programmes. These included innovative teaching methods such as case-building, simulations, and digital labs, which encouraged students to apply theoretical knowledge to real-world scenarios. Fourth, it introduced a set of open educational resources (OER) and practical tools—such as skills-audit checklists, curriculum mapping guidelines, and assessment frameworks—intended to support replication and adaptation by other institutions and organisations.

The report also captured lessons learned from implementation, including student feedback, evidence of competency development, and the role of pedagogical innovation in fostering transversal skills such as collaboration, problem-solving, and digital fluency. It emphasised that the successful transformation of aviation and aerospace education depended not only on updating technical knowledge but also on embedding sustainability principles, strengthening leadership capabilities, and promoting cross-disciplinary learning.

Beyond documenting project outcomes, the report had a broader purpose: to serve as a resource for stakeholders across the global aviation and aerospace ecosystem. It encouraged education providers to adopt flexible, modular approaches; invited industry to co-design training pathways aligned with evolving operational needs; and highlighted opportunities for regulators and policy-makers to foster systemic change by integrating international frameworks. By situating the AVIONIC experience within global policy agendas, including the European Skills Agenda and UNESCO’s Digital Education Action Plan, the report illustrated how local initiatives could contribute to international strategies for sustainable and digital transitions.

Ultimately, the purpose of the report was twofold: to provide a concrete, evidence-based case study of how collaborative, innovative pedagogies supported the development of green and digital competences in aviation; and to inspire other organisations worldwide to adapt and apply these approaches within their own contexts. In doing so, the report aimed to strengthen the collective capacity of the aviation and aerospace sector to attract, develop, and retain the skilled professionals needed for a sustainable and future-ready industry.

Intended audience

The primary audience included:

• universities and vocational providers designing aviation curricula.
• training departments in airports, airlines, ground handling and ATM organisations.
• national authorities and regional bodies responsible for skills policy and qualifications; and
• sector platforms (e.g., ICAO regional groups) coordinating skills initiatives.

Secondary users included industry associations and OEMs exploring modular upskilling pathways for technicians, operations controllers and first-line managers. While not written for individual learners, the competency framework and career-path visuals would be directly useful to prospective trainees who sought clarity on learning outcomes and role progression.

Body of Report  – Summary of the Report: Occupations and Qualifications in Aviation

Introduction

This report was developed in the framework of the AVIONIC project to analyse the impact of digitalisation and sustainability on occupations and qualifications in the aviation industry. It is structured in two main parts:

Part One examines the global and European challenges shaping aviation, including demographic trends, climate change, globalisation, safety, and digitalisation.

Part Two addresses the transformation of the aviation workforce, with emphasis on the evolution of jobs, skills gaps, labour market needs, new occupations, and the alignment of qualifications with future requirements.

This summary focuses mainly on Part Two of the report, highlighting the evolving nature of jobs, the impact of emerging technologies, and the implications for education and training systems.

Jobs in the Aviation Industry: Evolution and Outlook

The aviation sector employs millions globally and about 13.5 million in Europe, contributing 3.6% of total employment and 4.4% of GDP. Employment categories extend beyond pilots and cabin crew to include mechanics, controllers, airport staff, cybersecurity specialists, and sustainability managers.

In 2022, European air traffic increased by 132% compared to 2021, driving recovery in turnover and employment. However, recruitment difficulties persisted across ground handling, airline staff, and controllers, causing disruptions.

International organisations and platforms (EASA, GIFAS, ICAO, ACI, Aviation Job Search, AeroEmploiFormation) are key actors in shaping employment opportunities. For example, GIFAS reported 28,000 new hires in France in 2023, including 30% women and 6,000 apprentices.

The aviation labour market is becoming more diverse and digitalised, integrating predictive maintenance, smart airport operations, and sustainability roles.

Current Occupation Categories and Employment Data

Occupations include:

• Traditional roles: pilots, flight attendants, air traffic controllers, ground staff, mechanics.
• Specialised and new roles: aircraft design, simulation training, cybersecurity, environmental compliance.

Agencies like EASA contribute not only through regulation but also as employers, hiring experts in law, IT, finance, and HR. Platforms such as laerorecrute.fr and aviationjobsearch.com facilitate recruitment, reflecting the breadth of career paths.

Skills Gaps and Labour Market Needs

Forecasts by CAE estimate that by 2032 the world will need 252,000 new pilots and 328,000 maintenance technicians. By 2034, these figures rise to 300,000 and 416,000 respectively.

Europe anticipates a shortfall of 19,000 pilots by 2032 if training capacity does not expand. Similar shortages are projected for technicians and controllers due to retirements and insufficient new entrants.

Emerging markets (Asia, Africa, Middle East) add further pressure, with rapid traffic growth but limited training infrastructure. Skills gaps are acute in cybersecurity, AI, drone traffic management, and sustainability.

Organisational Areas Experiencing Shortages

Survey data (see Figure 5.5) show:

• Technological progress: 60% shortages in high-skilled non-manual roles.
• Green issues: 53% shortages in high-skilled positions.
• ICT: demand spread across all occupational levels.
• Management approaches: 53% shortages in high-skilled categories.
• Ethical and societal responsibilities: shortages in mid-level roles.

Fig. 5.5 The number of skilled manual occupations the directors’ respondents have in their organizations

Overall, the largest deficits are in high-skilled non-manual occupations, but operational and manual skills remain essential.

Evolving Job Profiles: Digitalisation and Sustainability

Digitalisation and sustainability are reshaping roles across maintenance, air traffic control, and airport management. Examples include:

• Maintenance technicians now use AI-based predictive tools.
• Controllers operate digital remote towers and satellite systems.
• Ground handlers employ automated baggage and biometric systems.
• Airport managers apply digital twin models to optimise operations and energy.
• Sustainability introduces new demands: experts in sustainable fuels, carbon management, and green infrastructure.

Impact of Emerging Technologies on Job Roles

Technologies most impacting roles (see Figure 5.6):

• Information technologies: very high impact reported by 77%.
• Big data: high or very high impact for over 60%.
• Cooperative systems: 78% high impact.
• Green energy technologies: 58% very high impact.
• Logistics tracking: 62% very high impact.

Fig. 5.6 Employees’ perception on the approaches and technologies affecting their current occupation

Technologies like smart buildings, AR/VR, gamification are emerging but not yet mainstream.

Competences for Current Occupations

Top competences (see Figure 5.7):

• Teamwork and collaboration (4.59)
• Responsibility, quality focus, communication (≈4.5)
• Planning, critical thinking, decision-making, safety compliance

Fig. 5.7 Importance of competences for current occupations in the aviation sector

Technical competences such as digital proficiency (4.47) and safety regulation compliance (4.45) are also vital. Green competences score lower (3.72) but are expected to grow in importance.

Addressing Skills Gaps: Aligning Qualifications with Market Needs

Current aviation qualifications emphasise traditional knowledge, often neglecting cybersecurity, AI, data, and sustainability. This creates mismatches between graduates’ learning outcomes and industry requirements.

Solutions include:

• Updating curricula with digital and green modules.
• Micro-credentials: short, flexible courses aligned with EQF and ESCO.
• Recognition of prior learning (RPL) for experienced professionals.
• Collaboration between universities and industry to anticipate skills demand.

Workforce Demand Forecasts (5–10 Years)

By 2032–2034, global demand is forecast at 1.3–1.4 million professionals, including 300,000 pilots and 416,000 technicians.

Recruitment is hampered by:

• Retirement of senior staff.
• High training costs deterring younger entrants.
• Perceptions of stress and unattractive working conditions.
• Solutions proposed: proactive upskilling, micro-credentials, international frameworks (e.g., ICAO’s Next Generation Aviation Professionals).

New Occupations in Aviation

Driven by ICT

Expected roles: IoT professionals, AI specialists, cybersecurity experts, data analysts, AR/VR engineers. In the short term, IoT dominates; in the long term, data and cybersecurity roles rise in prominence.

Driven by Sustainability

Roles include: Green airport managers, environmental science engineers, electric/hydrogen propulsion technicians, carbon auditors, environmental supervisors.

Driven by Twin Transition (Green + Digital)

Hybrid roles integrate aviation, ICT, and sustainability:

• Cybersecurity supervisors, data storytellers, AI engineers.
• Sustainable airport planners, green fuels researchers, climate change specialists.
• Drone pilots, vertiport managers, alternative vehicle developers.

Figures 6.1–6.5 illustrate directors’ and employees’ perspectives on which occupations will emerge, transform, or disappear by 2030. Many foresee major changes in air traffic controllers, pilots, and ground handling roles due to automation.

Fig. 6.1 Perspective of directors on the new occupations to be created in their organizations in the next 5 to 10 years

Fig. 6.2  Occupations expected to be created in the next 10 years, identified by employees

Fig. 6.3 Educators’ perspective on new occupations involving technological progress in the next 5 to 10 years

Fig. 6.4 New occupations in ICT to be created in the next 5 to 10 years

Fig. 6.5 The director’s perspective on the impact of digitalization on the profile of occupations in the next 10 years

Skills Demanded by New Occupations

Skills cluster into three groups (see Table 4):

• Technological: IoT, connectivity, data security, AR/VR, green technologies.
• Non-technological: teamwork, creativity, communication, autonomy.
• Cross-sectoral: project management, systems engineering, social networks, wellbeing.
• Green competences are projected to gain importance—87% of respondents expect them to increase significantly over the next decade (see Figure 6.8).

Table 4 Directors’ opinions on skills level do these new occupations require

Fig. 6.8 The perceived importance of green competences in the past and future

Education and Training for New Skills

Strategies for Upskilling and Reskilling

Traditional aviation education blends HE with on-the-job learning. However, only 66% of employees rated induction training highly (see Figure 7.1). Closer collaboration between companies and universities is needed (see Figure 7.2).

Fig. 7.1 Effectiveness of initial training received from employer upon job entry

Fig. 7.2 Collaboration between companies with higher education institutions

Training Models

Micro-credentials and modular learning are gaining traction. Employees prioritise training in programming (36%), management (17%), and digital competences (16%) (see Figure 7.4).

Fig. 7.4 New training courses or topics essential for current occupation

Preferred Delivery Formats and Educational Innovation

Most preferred methods:

• Face-to-face (36%) and interactive/practical training (23%).
• Online training (19%), with blended models less common (10%) (see Figure 7.5).
• HEIs are seen as effective for leadership and communication skills, while VET and workplace training are valued for operational competences.

Fig. 7.5 Training delivery preferences

Conclusion

Part Two of the report highlights a profound transformation in the aviation workforce. Traditional roles are evolving under the pressure of digitalisation and sustainability, while entirely new occupations are emerging. Skills shortages, both quantitative and qualitative pose risks to the sector’s recovery and growth.

Addressing these challenges requires:

• Updating curricula with digital and green skills.
• Integrating flexible learning models and micro-credentials.
• Strengthening collaboration between academia and industry.
• Implementing proactive workforce planning to anticipate demand.

The AVIONIC project’s findings contribute to building a future-ready workforce that is resilient, digitally skilled, and sustainability-oriented, ensuring the long-term competitiveness of the aviation sector.

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