The Formal Education Disbalance in the IT Sector

Over the past decade, the global IT sector has grown at a pace that few traditional education systems have been able to match. Unlike medicine or law, where academic credentials strictly regulate entry into the profession, the IT field has become known for welcoming professionals from a wide range of backgrounds—many of whom arrive without formal education in computer science or engineering. This shift has raised important questions: is formal education losing relevance, or has the IT sector simply adapted to a demand-driven world?

In many advanced economies, the explosion of demand for digital services outpaced the capacity of universities and colleges to produce adequately trained graduates. As a result, companies increasingly began hiring based on skills and project experience rather than academic diplomas. Coding bootcamps, self-directed online learning, and career-switching platforms filled the gap—allowing individuals with diverse educational paths to join the industry, sometimes after just a few months of training.

Georgia has followed a similar trajectory, particularly over the past several years. International company inflows, the rise of remote work, and growing demand for local digital services all fueled short-term hiring needs. In this environment, the labor market responded quickly—not through lengthy degree programs, but through fast-track retraining, online certifications, and self-initiated learning.

According to 2023 data, only 38% of IT professionals in Georgia hold a formal degree in IT or a related field. Another 44% have higher education in a different discipline, and 17% have no higher or professional education at all. Interestingly, among those with an IT degree, 40% have earned a master’s or doctoral qualification, highlighting a sector split between highly educated specialists and informally trained professionals.

This raises an essential question: can the long-term development of a key economic sector rest on fragmented or self-guided education? Or is this diversity a strength—enabling a broader range of perspectives and accelerating adaptation in a fast-changing industry?

While nontraditional entry points into IT have become normalized, there are clear limits to what informal training can achieve—especially as the field moves deeper into areas like artificial intelligence, cybersecurity, and complex data systems. These domains often require structured, in-depth knowledge that goes beyond what short courses can offer.

In the coming years, Georgia’s ability to build a sustainable and competitive IT ecosystem will depend in part on how well its formal education system evolves to meet demand. Short-term retraining will remain essential, but deeper reforms in higher education, curriculum design, and industry collaboration will be key to ensuring not just more IT professionals—but better prepared ones. Balancing accessibility with academic rigor may well define the next stage of growth in the country’s digital economy.

Find the BTU’s research report on IT sector trends here.