Parallel to global developments, the higher education system has also entered a new phase in terms of structure and priorities. If 20 years ago the main mission and quality indicators of universities were personnel training in classic specializations such as teaching, and 10 years ago in law, today the demands of the global labor market have completely shifted the focus of higher education.
Fields such as information technologies, computer sciences, and information security have become strategic directions directly related to the economic stability and national security of states.
The main feature of these fields is their dynamism. Unlike classical sciences, information technologies are not based on a static knowledge base but on continuously updated knowledge and skills. This reveals a fundamental problem for higher education institutions: how flexibly can universities' academic programs and infrastructure capabilities adapt to a rapidly changing technological environment?
It is precisely in this context that the situation of universities teaching information technologies and related specializations in Azerbaijan becomes a broader subject of discussion than just quality.
Currently, among the state universities offering education in information technology and security-oriented specializations are ADA University, Azerbaijan University of Technology, Azerbaijan State Oil and Industry University, Azerbaijan Technical University, Azerbaijan University of Architecture and Construction, Azerbaijan State University of Economics, Baku Engineering University, National Aviation Academy, Mingachevir State University, Lankaran State University and Sumgait State University.
Among private higher education institutions, the number of universities operating in this field is quite limited. Currently, among the private universities offering education in information technologies and related specializations are Baku Eurasian University and Western Caspian University.
As can be seen, specializations in information technologies and computer sciences formally exist in a number of higher education institutions operating in the country. However, in terms of systematic and purposeful personnel training in this field, the most frequently mentioned higher education institution among the main universities is Azerbaijan Technical University. More precisely, this university tends to present itself as the primary source of personnel in the field of information technologies and engineering, and it operates with this image in public discourse. Its designation is also this.
However, the main question here is the correspondence between presentation and reality. A university's leadership in a certain field is not measured by the names of specializations or the number of students. The main indicators are the content of study programs, their compliance with international standards, the level of laboratory and technical infrastructure, as well as the skills with which graduates enter the real labor market. From this perspective, the claim of being "the university that trains key personnel" requires serious factual grounds.
According to the information obtained from the State Employment Agency, there is a significant discrepancy between the position Azerbaijan Technical University presents itself in the field of information technologies and its actual indicators.
According to official ranking results, the Information Security specialization taught at the university ranks 9th in the list of higher education institutions, while the Information Technologies specialization ranks 10th.
A more noteworthy point is that these indicators were formed not in a short period, but over 5 years. According to the data provided by the agency, Azerbaijan Technical University's average ranking score over 5 years was only 47.3 out of 100 for Information Security specialization and 46.7 for Information Technologies. This reveals that the university is not only not in a leading position in personnel training for information technologies but is even operating with below-average indicators. Yet, this university is presented as a specialized higher education institution in the mentioned field. The reality, however, is very sad for Azerbaijan.
The indicators disclosed by the State Employment Agency clearly reveal in which sectors and with which employers higher education graduates are concentrated in the real labor market. According to the data, the trade, service, and production sectors dominate among the institutions where graduates are most employed.
In terms of the number of graduates per employer, ARAZ SUPERMARKET ranks first with 179 people. The number of graduates employed by this company clearly stands out compared to others and leads the list.
In subsequent places, Iqlim Scientific-Production Enterprise and McDonald's Azerbaijan each ranked with an indicator of 71 graduates. This result shows that graduates are simultaneously involved in both the production and service sectors.
Subsequently, Azerishig with 70 and ANC Group with 68 graduates are included in the list. These organizations are primarily distinguished by their demand for technical and operations-oriented personnel.
In the telecommunications sector, ABC‑Telecom employed 58 graduates, and in the retail trade sector, AL Market employed 54 graduates.
In the final positions of the list, Azerbaijan Supermarket and DOST Employment Center each have 51 graduates, while Azerbaijan Railways has 49 graduates.
Over 5 years, 3,217 graduates receive the minimum wage – a monthly salary of 400 manats.
Etibar Aliyev, a member of the Public Council of Azerbaijan Technical University and former deputy, states that the university has taken certain steps in the direction of information technologies in recent years. According to him, changes are observed in AzTU regarding the quality of education and the updating of programs. However, the problem is not merely whether changes have occurred, but against what realities these changes are taking place.
Etibar Aliyev notes that the current leadership faced a number of objective difficulties when it began its activities:
“There have been certain changes in the quality of education and the updating of programs at the Technical University. However, there is another side to the issue. The current leadership has faced real problems since starting its activities. The reality is that there is not enough support in this area.”
In his opinion, the main difficulty is related to the extremely rapid pace of technological change.
E. Aliyev emphasizes that technological realities valid ten or fifteen years ago have now lost their relevance, and for this reason, reforms need to be carried out not abruptly, but in stages:
The former deputy also draws special attention to the financial issue. According to him, technologies are extremely expensive, and in the current circumstances, the main, almost sole, source of income for higher education institutions is student fees:
“We know that all higher education institutions virtually subsist on student funds. Whether they study under state order or on a paid basis, funds are paid to the university for each student, and this is their main source of income.”
Etibar Aliyev also openly states that a deeper layer of the problem is related to the teacher factor. In his opinion, the main figure of both the higher and secondary education systems is the teacher, and it is precisely in this area that serious gaps exist:
“A large part of the older generation of teachers can no longer master new technologies. The number of new generation scientists, however, is very small. Yet, it is scientists who should bring technological ideas. This, in turn, requires significant financial resources.”
He recalls that thirty or forty years ago, the technological provision of universities was mainly carried out at the expense of the state. Today, however, higher education institutions have to bear that burden with their internal capabilities. In this regard, Etibar Aliyev also specifically emphasizes the importance of support from the business sector for universities.
The former deputy reminds us that we are living in the era of the Fourth Industrial Revolution and artificial intelligence, stating that this reality places additional responsibility on Azerbaijan Technical University:
“This is the era of artificial intelligence. The application of artificial intelligence technologies and the introduction of innovations in this field place serious responsibility on higher education institutions, including the Technical University. I believe that in the near future, we will see that Azerbaijan Technical University is making significant efforts to fulfill this mission.”
However, it is precisely at this point that more serious and troubling questions arise. How can we talk about additional funding when the auditoriums of a university with annual tuition fees ranging from 2200-2500 manats are still not fully equipped with projectors and modern technical equipment?
Will additional state funds or investments from the business sector be directed towards improving the quality of education, or will these funds be lost in management mechanisms?
Elmin Nuri, sector manager at the Center for Social Research, stated that he does not agree with the idea of Azerbaijan Technical University being presented as the main higher education institution for training personnel in information technologies.
“I believe it is too early for us to see Azerbaijan Technical University in the forefront and consider it in the first rank specifically for the teaching and quality of IT-profiled specializations.”
E. Nuri noted that there is no ranking in this regard:
“Typically, in global practice, many universities are also defined by various profiles. For example, UNEC shows good results in various QS rankings, particularly ranking 801-850 globally in the QS World University Rankings in 2026, 56th in the QS International Trade Ranking (Master/MBA 2026), 351-400th in Economics and Econometrics (QS 2024), and 726th globally in the QS Sustainability Ranking in 2026, often leading in Azerbaijan and the Caucasus in these specialized categories.
However, even at the national level, there is no ranking for the teaching of IT-profiled specializations that would allow us to see AzTU's position in the forefront or subsequent ranks.”
The education researcher states that the main and most reliable unit of measurement in this matter is the students themselves. According to him, some of the young people he advised and participated in the specialization selection process during their applicant period are currently studying IT-profiled specializations at various higher education institutions.
“I regularly keep in touch with these students, as well as young people studying in other specializations, and learn their opinions on the quality of education. From this perspective, it is possible to assess the real picture based on students' observations.”
E. Nuri notes that the regrettable point is that the overall satisfaction of students studying IT-profiled specializations at Azerbaijan Technical University is not high. In his opinion, this assessment is not individual but based on a general impression formed over time.
“Of course, the university may express dissatisfaction with this and put forward counter-arguments, and I understand that. However, the fact remains that to date, I have not witnessed significant innovations regarding the teaching of IT-profiled specializations at Azerbaijan Technical University.”
He noted that, in any case, objective evaluation is only possible through open discussion and on-site observation:
“Whenever invited, I am ready to visit the university with other education researchers and specialists to familiarize myself with the current situation on-site and see the real picture firsthand.”
According to him, the highest demand in the labor market will be formed precisely in this direction, and the higher education system must adapt to this reality.
“There are specializations that not only meet the demands of the era but also determine the face of future economic and technological development. From this perspective, IT-profiled specializations are of particular importance. Therefore, serious and consistent steps must be taken to bring international experiences in this field to local universities. If these mechanisms are applied at Azerbaijan Technical University, I believe this could yield real and long-term benefits.”
In the expert's opinion, it is more appropriate to build dual degree programs specifically around IT-profiled specializations. He emphasizes that one of the main profiles of the Technical University is precisely this direction, and this advantage should be utilized effectively.
“The main criterion of the technical world is digitalization. Against the backdrop of this reality, dual degree programs being linked to IT-profiled specializations seems more logical. However, unfortunately, currently, the demand indicators for IT and technical-profiled specializations from Azerbaijan Technical University in the labor market lag behind those of other leading universities.”
Elmin Nuri stated that the university should set aside long-standing problems in this area and focus on the renewal process. According to him, the main priority should be the attraction of new personnel and the creation of a modern laboratory environment.
In this case, why do students choose Azerbaijan Technical University? – The answer is very simple. Because the passing scores are very low, many students choose AzTU as a last resort. As a result, for years, the passing scores for specializations at this university have been lower than those of other universities teaching the same specialization.
For comparison, when looking at the indicators of Azerbaijan State Oil and Industry University, Azerbaijan State University of Economics and AzTU, significant differences emerge for the same specializations.
In Computer Science, while AzTU has a maximum of 526.7 points, this indicator rises to 567.1 points for the English section at ADNSU, and to 583.1 points at UNEC. In Information Technologies, while AzTU's English section has 548.7 points, it goes up to 562.1 at ADNSU, and to 634.6 points at UNEC.
The difference is more pronounced for the Information Security specialization. At AzTU, the maximum indicator is 560.4 points. At ADNSU, this figure is 587.5, and at UNEC, it is 640.2 points. In Computer Engineering, while the highest score at AzTU is 503.5, 544.4 points were recorded at ADNSU, and 622.5 points at UNEC.
For Electrical and Electronics Engineering, while the indicator at AzTU remained at 254.4 points, it reaches 453 at ADNSU, and 417.8 points at UNEC. For Mechatronics and Robotics Engineering, while 324.8 points were recorded at AzTU, the indicator for this specialization at ADNSU is 415.6 points.
A similar picture exists for Chemical Engineering. While the score at AzTU is 307.1, this indicator rises to 424.7 at ADNSU, and up to 624.9 points for the English section.
It should be noted that a number of individuals specializing in information technologies and operating in the science and education environment in Azerbaijan found it difficult to state a concrete position on questions addressed regarding this university. According to their approach, the main reason for this hesitation is the observed discrepancy between the university's self-proclaimed assertions and its actual indicators.
For Azerbaijan, the closest and most comparable international models for personnel training in information technologies are the experiences of Turkey and Israel. Neither country possesses enormous financial resources like the USA nor rigid centralized management like Singapore. Nevertheless, precisely due to well-established university-industry relations, they have been able to form regionally and globally recognized specialist schools in IT, cybersecurity, and artificial intelligence. The main difference in these models is that universities also function as centers of the technological ecosystem.
In the Turkish experience, the main pillar of personnel training in information technologies is the technopark system established around universities. In this country, there is no strict boundary between the university auditorium and the real market. For example, Middle East Technical University has been known for years not only for its computer science programs but also through "ODTÜ TEKNOKENT" operating alongside the university. Here, hundreds of technology companies, thousands of engineers, and programmers operate in direct contact with the university environment. After completing their studies, students do not merely rely on theoretical knowledge but simultaneously become part of a real project.
A similar approach is characteristic of Istanbul Technical University. "İTU ARI Teknokent" is considered one of Turkey's largest innovation spaces, where hundreds of companies operate in the fields of artificial intelligence, software, big data, and cybersecurity. In this environment, a teacher not only lectures but also acts as a startup consultant and project manager, while a student develops as a potential employee and participant in the process. As a result, graduates enter the labor market not with the status of "seeking their first job" but as experienced specialists.
The Israeli experience, however, presents a more rigorous and strategic approach. Here, information technology education has been shaped directly within the context of research, defense, and national security. Technion – Israel Institute of Technology, Israel's leading technical higher education institution, is considered one of the world-renowned universities in computer science and information security. At this university, IT directions were established as a separate institutional line from the 1960s–1970s and have been systematically developed over the years.
The essence of the Israeli model is that the university acts as a center for producing technological ideas. Students are involved in real scientific research projects even at the bachelor's level, and the fields of cybersecurity and artificial intelligence are valued not merely as academic but as strategic areas. As a result of the close ties established between the university, the army, and industry, a large portion of graduates begin their careers either in high-tech companies or within the startup ecosystem.
This experience shows that if a university merely confines itself to teaching, its claim to leadership in this field remains on paper. What is apparent is that Azerbaijan Technical University not only fails to teach students the field in which they wish to become specialists but also fails to learn from global experience itself. The most regrettable situation is that a university bearing the word "technical" in its name not only fails to withstand international competition but cannot even establish itself in the domestic market. It can only demonstrate strength comparable to provincial universities.
And let us not forget that the head of state has set as a priority that higher education institutions must always respond to the challenges of the era. We are sounding the alarm; the world is already speaking the language of artificial intelligence. Azerbaijan is holding discussions with America.
Rest assured, leaving this field to the hope of Azerbaijan Technical University is, in any case, a disaster. Any university in the world bearing the word "technical" in its name challenges the world. Azerbaijan Technical University, however, lectures to students and sings songs to society.
The reality is that the field of information technologies is one of the fastest-changing fields with the most rapidly obsolescent knowledge base. This forces higher education institutions to constantly renew themselves and flexibly adapt their programs to market demands. Teaching models built with a classical engineering approach often struggle to keep pace. As a result, while students acquire fundamental knowledge, their opportunities for practical skills, real project experience, and working with modern technological tools remain limited.
Let writing and analyzing be ours, and failing to see the truth be the university leadership's. Presumably, there will also be institutions that will take action.
