By sparking curiosity through engaging experiences, schools can transform stereotypes and inspire students to explore the diverse, dynamic world of technology careers.
Professor Craig Costello’s journey from pure mathematics to cryptography – the practice of securing data using codes, ensuring that only authorised parties can gain access – proves that unexpected passions can emerge from a single moment of inspiring educational exposure.
Following a decade of leading cyber code protection at Microsoft in the US, Professor Costello has returned to Australia to motivate a new generation of tech leaders to keep up with industry demand.
It comes at an important time. The Australian Computer Society’s Digital Pulse 2024 recently reported that despite the Australian technology workforce growing by 60 per cent in the last decade, the country is still not on track to keep up with industry demand. Australia needs 1.3 million technology workers by the end of 2030 to meet industry demand. This will require 52,000 additional workers per year.
Concerned by the nation’s ability to have the right workforce to support the industry, Professor Costello has made it his mission to inspire school leavers to see the enormous potential of a career in IT, AI or cybersecurity, plus encourage those already in the workforce to consider a career change.
He says that many overlook the IT industry due to misconceptions such as having to be a maths whiz, being stuck in a server room coding all day, or that these jobs would soon be taken over by AI.
In fact, it’s reported that over 1.1 million Australians in other industries have similar skills and tasks to tech roles, which could easily be transferred.
Bringing his wealth of knowledge back to Australian shores, Mr Costello has taken up residency as a Professor in the Queensland University of Technology (QUT) School of Computer Science to carry out his mission of educating the next generation of tech workers.
In the lead up to Australia’s largest conference and exhibition for educators and edtech providers, EDUtech Australia, Mr Costello spoke to Education Matters about the current landscape, what the transferrable skills into tech are and advice for students considering taking the leap into the field.
In the rapidly evolving world of technology, curiosity is the most powerful catalyst for career exploration, he says.
With Australia facing a projected shortage of tech professionals, the need for innovative educational approaches has never been more critical. Professor Costello’s approach is refreshingly simple: challenge existing stereotypes, provide diverse experiences, and make technology exciting.
“It’s all about sparking curiosity,” he says.
“I was shocked to read in the Australian Computer Society’s digital report that only around 10 per cent of school-age students are interested in careers in tech.”
This statistic might seem discouraging, but for Professor Costello, it represents an opportunity for transformation.
His own moment came during a single hour-long cryptography session as part of a ‘Day of Excellence’ program at his high school, which ultimately defined his entire career trajectory.
“I had no interest in tech or applied fields,” he recalls. “I was a pure mathematician originally.” During that pivotal session, he was introduced to cryptography – a field blending mathematics, computer science, and problem-solving.
“I remember going home and saying, ‘I want to be a cryptographer’,” he recalls. “It was literally one hour of exposure that set me on my path for the next 20 years.”
This unexpected journey led him through internships and postdoctoral research in the United States, ultimately spending 12 years developing his expertise.
Schools are beginning to recognise the approach of giving students a ‘taste’ of how STEM-related subjects can be applied in the real world. Professor Costello highlights schools like Mansfield State High School – an independent public, co-educational secondary school of approximately 3,300 students in Brisbane – which is reimagining curriculum through engaging activities like eSports, web development, and 3D printing.
“The exposure doesn’t need to be too deep,” he explains. “You want to cast a wide net across different interests and skill sets.”
The key is making technology accessible and exciting. “Ultimately, it’s about making these things fun,” Professor Costello argues. By breaking down stereotypes and providing diverse, hands-on experiences, educators can transform students’ perceptions of tech careers.
“One hour of fun can set the track for an entire career,” he says – a powerful reminder of curiosity’s transformative potential.
Now at QUT, Professor Costello is pioneering a transformative approach to technology education that extends far beyond traditional academic boundaries. His vision combines cutting-edge technological insights with a deep commitment to inspiring the next generation of tech professionals.
“In my new role, I’m hoping to replicate my own experience,” he explains, referring to the pivotal ‘Day of Excellence’ that launched his own career in cryptography.
This means creating opportunities for broad exposure to diverse technological fields, working across faculty to spark genuine student curiosity.
QUT’s recent Master of Information Technology program redesign reflects this progressive approach.
“Once upon a time, it was software development or programming,” he says. “Now it’s a lot wider than that.”
The new program introduces majors in AI, cyber security, Internet of Things, and IT management – deliberately challenging traditional tech career perceptions.
As artificial intelligence (AI) continues to reshape professional landscapes, Professor Costello offers a nuanced perspective on its potential to revolutionise education and workforce development.
“Anyone that’s not using these tools is going to fall behind quickly,” he warns. Far from viewing AI as a threat, he sees it as a collaborative tool with transformative potential across multiple sectors.
In education, AI presents opportunities to alleviate administrative burdens. “These tools can help ease the load on teaching and grading,” he explains. For educators facing increasing workloads, AI represents a potential solution for managing time-consuming tasks.
The technology’s impact extends beyond administrative efficiency.
“These large language models like ChatGPT represent one of the biggest revolutions in the tech landscape,” he says. He believes AI can provide foundational frameworks for complex tasks, from software writing to curriculum development.
Contrary to fears about job displacement, Professor Costello sees AI as a career accelerator, particularly in technology sectors.
“The IT job market’s demand will only grow with AI,” he says. “It’s potentially the only field guaranteed to be safe from technological disruption.”
Within tech itself, AI is already transforming work processes. “I’ve seen AI write computer code in milliseconds that would take programmers weeks to complete,” he notes.
However, he stresses that human expertise remains crucial in interpreting, managing, and improving these technologies.
The key is adaptability. “Anyone that can understand and use this technology will be valuable,” Costello explains. This requires a mindset of continuous learning and curiosity.
For students and professionals, the message is clear: AI is not a replacement, but a powerful collaborative tool.
“These technologies give you a skeleton to base work on,” he says. “Then you can build and improve from there.”
As AI continues to evolve, those who embrace its potential – understanding both its capabilities and limitations – will be best positioned to thrive in the future workforce.
The revolution is not about being replaced, but about learning to work alongside increasingly sophisticated technological partners.
Professor Costello’s broader mission challenges persistent tech industry stereotypes. “You don’t really have to be the tech whiz to have an awesome career in IT anymore,” he emphasises. “People skills are becoming increasingly valuable.”
Professor Costello is especially passionate about addressing gender imbalances in technology too. With cyber security currently comprising only 17 per cent female professionals, he’s committed to creating more inclusive educational pathways.
“The most successful colleagues aren’t necessarily the most technically savvy,” he explains. “They’re problem solvers who can communicate and collaborate effectively.”
As technology reshapes workforce dynamics, adaptability and curiosity become essential skills for future professionals. With AI and emerging technologies transforming careers, students must embrace continuous learning. As Professor Costello predicts: “There’s only going to be more revolutions coming that change and radicalise the field.”
Exposure to real-world work experience
A record number of young people across the country are accessing an online work experience program to build skills and prepare for future careers in Australia’s growing tech jobs market.
The Virtual Work Experience program, designed by the Tech Council of Australia (TCA) and some of Australia’s leading technology employers, has achieved almost 10,000 completions since its launch in February 2024. The program aims to give young Australians, including those experiencing disadvantage or increased barriers to employment, the opportunity to experience careers in tech.
TCA said tech skills are in high demand in South Australia; a significant portion (16 per cent) of students that are completing the program are from South Australia.
South Australia’s Minister for Education, Training and Skills Mr Blair Boyer saw firsthand the benefits of the program when he attended a live demonstration with students at Salisbury East High School in Adelaide on 17 March 2025.
“It’s important as a public education system that we make sure students have access to a broad cross section of career paths and opportunities – and that we do so in an engaging way that keeps young people interested,” Mr Boyer said.
“There’s never been more opportunity for young South Australians, with big projects coming online in defence, early childhood education and construction. These are all sectors in which we need highly skilled people.
“I’m really excited for Salisbury East students to experience a new way of looking at career education that will help them to focus their interests and to start planning for their future,” he said.
Salisbury East High School Principal, Ms Sue Shepherd, said the program is an invaluable opportunity for young students to get exposure to real-world work experience.
“This program is opening doors for young students who may be interested in a career in tech but not necessarily have the means to attend a physical work-experience placement outside of their hometown,” she said.
“Connecting them with industry leaders and providing them with the chance to gain foundational skills, gives students a strong start to build a career in tech, regardless of their location or any other barriers they may face.”
TCA Chief Business Officer Mr Chris O’Connell said the strong completion rates were encouraging and a good example of accessible programs that can help close Australia’s skills shortage crisis.
“It is critical we engage young Australians from all backgrounds to grow their interest in tech as we continue towards our goal of 1.3 million tech workers by the end of 2030.
“We are committed to ensuring the tech sector is attracting young people from around the country and through this program, we aim to give students the confidence to thrive in the digital economy and empower the next generation of innovators.”
