Holds a degree in Industrial Civil Engineering from the University of Chile, an MBA from Universidad Adolfo Ibáñez, and a PADE from ESE Business School. He currently serves as the Rector of the Professional Institute IPG in Chile, where he leads processes of educational innovation and transformation.

The emergence of generative artificial intelligence (GAI) across all sectors of society has triggered an institutional reconfiguration process whose full scope we are only beginning to grasp. Technical and vocational higher education institutions (TVHEIs), whose mission is to prepare students for the labor market, face a dual challenge: on the one hand, they must train human capital capable of understanding and using AI in professional contexts; on the other, they must internally adapt to this technology by redesigning teaching, administrative, and outreach processes.

Generative AI is no longer a promise of the future. According to McKinsey (2025), 78% of surveyed organizations already use AI in at least one function, and 71% regularly employ generative AI. This indicates that advanced digital skills, critical thinking, and the ability to interact with automated systems will be essential in the labor market over the next decade (Singla et al., 2025).

For TVHEIs, this reality demands a thorough review of graduate profiles and curricular frameworks. The integration of courses or modules in AI literacy, data ethics, and critical use of generative tools becomes a pressing need increasingly demanded by the market. Additionally, there is a need to strengthen faculty capacity to meaningfully integrate these tools into the classroom.

The challenges posed by GAI are not only educational but also managerial. McKinsey highlights that organizations achieving the greatest economic impact from AI are those that have redesigned workflows and centralized AI governance at the highest hierarchical level, often under CEO supervision (Sukharevsky, 2025). In the context of professional institutes, this requires incorporating AI governance as a transversal strategic pillar, capable of integrating academic, technological, and ethical dimensions.

A particularly critical area is risk management. McKinsey reports a marked increase in concerns related to the inaccuracy of generated content, data privacy, and regulatory compliance (Hall, 2025). These factors must be embedded in institutional quality assurance frameworks and in the operational risk management systems of higher education institutions.

Finally, TVHEIs must define their role in the generation of applied AI knowledge. Beyond merely adopting technologies, they have the opportunity to become hubs of technological innovation in service of national productivity, through alliances with companies, research centers, and the public sector.

Generative AI represents a technological wave with profound transformative potential. Technical and vocational higher education institutions that anticipate its impact, understand its logic, and adapt their educational and managerial models accordingly, will not only survive the change but also lead it.

References

• Hall, B. (2025). Rewired to outcompete. McKinsey & Company. https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/rewired-to-outcompete
• Singla, A., Sukharevsky, A., Yee, L., Chui, M., & Hall, B. (2025). The state of AI: How organizations are rewiring to capture value. McKinsey & Company. https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/a-generative-ai-reset-rewiring-to-turn-potential-into-value-in-2024
• Sukharevsky, A. (2025). Rewired and running ahead: Digital and AI leaders are leaving the rest behind. McKinsey & Company. https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/rewired-and-running-ahead-digital-and-ai-leaders-are-leaving-the-rest-behind