Implementation of Uncrewed Aircraft Systems Operational Capabilities: A Guide (2025)
Chapter: 8 Workforce Qualifications and Training
CHAPTER 8
Workforce Qualifications and Training
The workforce responsible for UAS operations must possess the appropriate qualifications and training to operate the technology safely and effectively. Typically, these qualifications include obtaining a Remote Pilot Certificate from the FAA and completing additional training from a state DOT that is specific to UAS operations within a state. The FAA Remote Pilot Certificate is a baseline requirement for UAS operations and is obtained by passing a knowledge test that covers topics such as regulations, airspace, and safety. In addition to certification, many state DOTs developed internal training programs or use external training services that provide UAS operators with the knowledge and skills specific to their state’s transportation infrastructure and UAS applications.
State DOTs need to have an adequately trained and qualified UAS workforce to operate UAS in compliance with FAA regulations and state laws to maximize the safety and efficiency of transportation infrastructure management. State DOTs have taken various approaches to the qualifications and training required of their workforces. The chapter provides an overview of these different approaches and provides best practices to build a qualified and well-trained workforce. This section also presents UAS workforce development considerations through the lens of academia, industry, and the state DOT.
UAS Workforce Qualifications
As noted previously, UAS fall under the oversight and regulations of the FAA. To fly a UAS beyond recreational purposes, one must obtain a Remote Pilot Certificate. The following requirements are set by the FAA to earn remote pilot certification (FAA 2023b):
- Be at least 16 years old.
- Be able to read, speak, write, and understand English.
- Be in a physical and mental condition to safely fly a drone.
- Pass the initial aeronautical knowledge exam: “Unmanned Aircraft General – Small (UAG).”
After certification, a remote pilot must complete an online recurrent training every 24 calendar months. At a minimum, state DOTs will require their UAS pilots to be certified by the FAA and meet the recurrent training requirements. While this process provides a foundation for understanding the Part 107 regulations and introduces people to aviation and airspace operating environments, it does not provide practical UAS training. State DOTs should consider what other qualifications should be required of their UAS workforce. Often, practical training and any additional requirements are provided through an internal or external training program.
UAS Training
When a state DOT begins the adoption of UAS technology and employees are becoming certified remote pilots, it will be important to consider additional training for the safe integration of UAS across state DOT operations. Many state DOTs have internal training requirements and flight hour minimum requirements (McConnell et al. 2024). Training programs can be fully internal, fully external, or hybrid models, and the different training models offer advantages and disadvantages to consider.
Training Program Options
The following discussion on internal versus external training was adapted from the work of Wheeler et al. (2023a).
Internal UAS Training Program
An internal UAS training program would be developed internally and then conducted by personnel within a state DOT. This approach offers several advantages:
- Tailored to Specific Needs: An internal program can be customized to suit the unique requirements, challenges, and operations of a particular state DOT. The training program can focus on specific use cases that are prioritized for UAS integration. It allows for an overall alignment with the greater UAS program and state DOT goals.
- Cost Management: Over time, investing in an in-house training program that can provide quality training repeatedly after initial startup costs can be more cost-effective than relying on paying external trainers each time training is needed. Once the initial setup is done, a state DOT can conduct multiple training sessions without incurring recurring expenses.
- Institutional Knowledge: Internal training fosters a deeper understanding of UAS operations within the organization. The trainers have an intimate understanding of the state DOT’s policies, procedures, projects, and existing infrastructure and can seamlessly integrate UAS into existing processes with which they are familiar.
Challenges to consider with an internal training program include:
- Expertise and Resources: Developing an effective UAS training program requires subject matter experts, training resources, and time. If a state DOT plans to develop an internal training program, it needs to provide the time and resources necessary to the UAS Program Manager and UAS Training Manager to properly build the program and provide robust classroom and practical training.
- Regulatory Compliance: Keeping up with evolving UAS regulations and best practices is critical. The state DOT must invest in continuous education and professional development so that its internal UAS trainers remain current with new regulations and can confidently lead the training exercises.
External UAS Training Program
A state DOT can choose not to develop an internal program and can elect to contract with a third-party organization that specializes in UAS training or with a university that offers UAS courses and training. This approach offers the following distinct advantages:
- Industry Expertise: External providers are likely to have extensive experience and knowledge in UAS operations. They stay on top of the latest developments in technology and regulations while continually identifying best practices. These benefits help state DOT staff receive up-to-date training.
- Time Efficiency: Relying on a third party for training can expedite the process when needing to get staff certified and trained as UAS pilots. A state DOT that is starting out and does not
- have internal training resources can quickly get its personnel trained and operational without dedicating substantial time and resources to the development of an internal training program.
- Objective Perspective: External trainers can bring a new and different perspective and innovative ideas on how to approach UAS adoption. This can potentially help in expanding the knowledge base of the state DOT UAS pilots who will be integrating UAS into their workflows.
Potential drawbacks to an external UAS training program include:
- Cost Considerations: Contracting with a third-party training service could involve higher initial costs, depending on the scale and duration of the training. At other times, depending on scale and duration, the initial costs may actually be lower, but it could become less cost-effective from the long-term perspective if external training is needed for additional pilots when there is inevitably turnover or additional divisions adopt UAS.
- Tailoring Challenges: External trainers might not fully understand the specific operations and needs of a state DOT. Some adaptations may be necessary to align the external training with a state DOT’s specific workflows, operations, and overall goals.
Hybrid UAS Training Program
Other approaches to training include a hybrid between external training services and internal training; this is usually a train-the-trainer type of model. For example, some state DOTs send select personnel to highly structured UAS training and courses offered through a university or third-party service. These externally trained individuals then become internal trainers and develop an internal program based on the information acquired externally.
Another approach pools resources from state agencies that are using UAS to develop a statewide UAS certification program with an annual or biannual renewal process. This approach could yield a robust, likely resource-intensive program, but it is an option if the involved agencies have strong relationships and existing functionality.
A hybrid training model could be an ongoing partnership between a state DOT and another organization, such as an academic institution. One example of such a hybrid model is the one developed by Texas DOT (TxDOT) and Austin Community College (ACC). (For more details on this training program, see Appendix B.) The entire UAS training program for TxDOT employees takes 10 weeks, but the majority of that time is spent on remote learning and is designed to fit in with employees’ existing duties and responsibilities.
The first three weeks of the course cover FAA Part 107 test preparation, which is completed fully online through the community college. Weekly instruction time, quizzes, and exams that help prepare individuals for the FAA certification exam are built into this course. After completion of this three-week online course, students have one week to pass the actual FAA certification exam at a designated testing center before they can proceed with the rest of the TxDOT UAS training program.
The next phase of training is six weeks, with an in-person week of training at the beginning and end, and four weeks of remote learning in the middle. This phase of training is all captured in the “Introduction to Flying and Safety Operations” course. The two weeks of in-person training are co-taught by community college UAS instructors and the TxDOT UAS program managers. The four weeks of remote learning include flying UAS and an online course hosted by the community college. While students are away completing the four weeks of remote learning, they are issued a community college practice UAS to continue to practice flight maneuvers at home, and they must complete a certain number of flight hours. Through this partnership, TxDOT employees learn how to safely operate a small UAS from setup to launch to flight and finally to landing, become proficient in basic/emergency launch and landing operations, and culminate in a variety of real-world, state DOT-specific operations. Both the in-person component course overview and the online component course overview are included in Appendix B.
The last week of the total 10-week TxDOT training program includes online courses covering topics such as visual observer training, UAS legal considerations, emergency management operations, meteorology, and crew resource management. TxDOT’s hybrid training program was designed in partnership with the community college to thoroughly train TxDOT employees and equip them with the knowledge necessary to safely use UAS across state DOT operations. TxDOT requires all its UAS employees to complete all portions of the training program, regardless of their previous UAS experience.
The following resources are included in Appendix B, courtesy of TxDOT:
- Summary of TxDOT UAS Training Courses
- FAA Part 107 Test Preparation Course Overview
- FAA Part 107 Test Preparation Course Schedule
- Introduction to Flying and Safety Operations Course Overview (In-Person Component Schedule)
- Introduction to Flying and Safety Operations Course Overview (Online Component Outline)
Regardless of the training model, a dedicated UAS training program sets the foundation for a state DOT to harness the full potential of UAS technology and integrate it into operations in the safest way possible. Internal, external, and hybrid training approaches have their merits and drawbacks, but with any option, ideally, there will be a dedicated UAS Training Manager. Training can be a shared duty with the UAS program manager initially, but eventually, it likely merits its own position. The UAS Program Manager and UAS Training Manager can work together to design, develop, and deliver the UAS training to state DOT personnel. The UAS Training Manager is also responsible for tracking training records, certification status, and currency for all UAS pilots. This individual can also assist the UAS program manager in maintaining a program and associated training that is up-to-date with regulations and industry best practices.
Internal Training Program Considerations
There are numerous considerations when developing an internal UAS training program, and this section describes several of them. One of the first things to determine is the level of investment the state DOT is willing to invest in the development of the program and the development of its personnel. Unfortunately, this is not always a straightforward decision; state DOTs want to have a robust training program to assist with the safe integration of UAS, but often hesitate when it comes to the professional development of their people. The hesitation exists because of the fear that a large investment will be made in training people on the use of UAS, and then these people will take their newly acquired certification and UAS skills elsewhere. A potential solution to consider is requiring workers to stay for a certain period of time after the investment in their professional development is made.
Another financial consideration is the level of support provided to everyone who will begin using UAS. Some state DOTs require individuals to self-study for the FAA certification exam, while others will provide money to support an online certification exam preparation course. Some internal UAS training programs have their own review and test preparation courses. Most state DOTs will pay the $175 certification exam fee one time and require the individual to pay their own way if they fail the exam initially.
Additional considerations include who the state DOT allows to take advantage of UAS certification support. Some state DOTs initially opened the opportunity to anyone across the department who had an interest in taking advantage of the UAS certification financial support. Unfortunately, this broad approach typically results in many people taking advantage of the free training but then not using the UAS certification in state DOT operations. It can be helpful for the UAS program manager to work with division heads to determine together who would be eligible or best suited
to integrate UAS as an additional tool within their divisions and then provide those people with the training and support needed.
It can be challenging to find the right balance, and resources often are tight at state DOTs. An overarching consideration when working with leadership to make decisions around training is the overall impact on the UAS program and the main goal of safe adoption of UAS technology. For example, if a state DOT provides zero financial or internal training support but requires its people to get certified and begin using UAS, it can create a slow and challenging start to the program.
Other considerations when developing an internal UAS training program are discussed across the following sections: “Part 107 Knowledge,” “Policies and Procedures,” “Practical Training,” and “Best Practices.”
Part 107 Knowledge
The regulations that must be followed in all commercial UAS operations are those in 14 CFR Part 107; therefore, it is important for state DOT UAS pilots to fully understand these regulations. The FAA Remote Pilot Certification exam is largely based on these regulations. As mentioned earlier, there are online exam preparation courses, but a state DOT should consider providing a course on Part 107 to provide its pilots with a thorough understanding of the regulation. UAS pilots should understand all of the various aspects of the regulations and how to find and reference the regulations when they have a question.
Policies and Procedures
The state DOT will have its own UAS policies and procedures document that outlines internal governing policies and operating procedures for its UAS program. Each UAS pilot should be trained on these internal policies and procedures and know where to find the document. This training can be done internally virtually if it is not feasible to get all UAS pilots together in person. Ideally, the training on internal policies and procedures is incorporated into initial UAS training for new UAS pilots and as part of a recurrent training program.
As part of a state DOT’s UAS policies and procedures, it may consider including Safety Management Systems as a core component of the UAS program. This involves establishing clear guidelines for UAS operations, including flight planning, risk assessment, emergency response protocols, and compliance with all UAS federal regulations. The state DOT, through the training program, ensures that all personnel are knowledgeable about safety standards and best practices. Additionally, implementing robust data management systems to track UAS activities, maintenance records, and incident reports will help monitor compliance and identify areas of improvement.
Practical Training
While providing training to UAS pilots regarding Part 107 and internal operating procedures is a key element, practical training is critical to the overall and ongoing success of a mature UAS program. There are different approaches to providing practical training, but one framework is to do it based on the use cases that are discussed in this section.
Hands-on practical training is a critical component for state DOTs from a safety and risk mitigation standpoint and from a liability and insurance perspective. Ensuring that UAS pilots are well-trained and equipped with the necessary skills reduces the likelihood of accidents, thereby minimizing potential liabilities for the department. Insurance providers often favor organizations that invest in comprehensive training programs, which can lead to potentially lower costs for insurance directly related to UAS.
To cater to the diverse needs of UAS operations across the multiple divisions within the state DOT, training can be divided into basic and advanced levels, with a progression based on specific use cases. Beginner training should cover fundamental aspects, such as flying a UAS and responding to in-flight emergencies. Basic training could also include topics related to internal policies and procedures (e.g., how to properly do a site analysis prior to an operation). Intermediate to advanced training can then be provided based on use cases and the organizational structure of the UAS program.
For example, if the UAS program uses a more centralized approach with a core group of UAS pilots providing UAS services across all of the use cases, these individuals will need specialized training for each of these use cases. In a more decentralized model where people in each division are becoming certified as UAS pilots, then UAS operations training specific to their use case(s) will likely be sufficient. These specialized training courses may exist within the state, and it may be worth taking advantage of an external training model for specialized training needs. State DOTs may also leverage partnerships with universities for UAS training programs, tapping into academic resources and expertise.
State DOTs can consider establishing UAS training sites and providing dedicated spaces for training exercises and simulations. These sites can simulate real-world scenarios, enabling pilots to practice their skills in a controlled environment. North Carolina DOT has partnered with various community colleges to establish training sites that have been customized to different levels of training or use cases. These dedicated training sites and partnerships with academia have provided North Carolina DOT with the resources to provide robust, practical training to its UAS personnel.
Evaluation and safety spot checks following basic and advanced practical training sessions can help ensure that pilots maintain a high standard of proficiency. This continuous assessment is essential for identifying areas of improvement and maintaining a culture of safety within the UAS program. Internal practical training, including a set number of hours under the guidance of senior UAS pilots, contributes to the development of well-rounded and experienced UAS pilots. Investing in hands-on practical training for UAS pilots is a proactive approach to enhance operational capabilities and a strategic measure to mitigate risks, improve safety, and assist in compliance with federal and internal regulations.
Best Practices
Establishing a robust internal UAS training program is essential for state DOTs to ensure the safe and effective utilization of UAS. Consider implementing the following best practices:
- Hours Requirement: Define a minimum number of flight hours required for each UAS pilot before they can fly their first operation. This requirement ensures that pilots gain practical experience and develop proficiency in handling various scenarios prior to being put in a real-world operation.
- Currency Requirements: Establish currency requirements, with an internal requirement for UAS pilots to engage in flight activities at least once every 60 days. Consider a minimum amount of time to be flown at least every 60 days. Regular practice is crucial for maintaining skills and staying updated on technological advancements.
- Training Days: Implement an annual UAS pilots’ day dedicated to discussing lessons learned, sharing best practices, and addressing any challenges faced in the field. A training day fosters a culture of continuous improvement and knowledge sharing among operators. Consider including a hands-on component to these training days, helping facilitate continued learning and meeting currency requirements.
- Continuous Training Over One-Time Training: Emphasize continuous training rather than one-time training sessions when pilots are initially trained. The evolving nature of UAS technology and regulations necessitates ongoing education so operators stay informed and proficient.
- Evaluation Every Two Years with Routine Safety Checks: Conduct comprehensive evaluations every two years to assess the overall competence of UAS pilots throughout the state DOT. Also, implement routine safety checks at more frequent intervals to address specific concerns and check ongoing compliance with safety protocols and all internal operating procedures.
- Train in Different Environments with Different Scenarios: Expose UAS pilots to diverse environments and scenarios and provide them with opportunities to practice different data collection techniques. This helps them adapt to different challenges and enhances their ability to operate UAS effectively in various conditions.
- Weather Training: Include weather training as a regular component of the program. This type of training can be conducted quarterly or, at the very least, cover all seasons of the particular climate within the state. Understanding the hazards associated with different weather conditions is crucial for safe UAS operations.
- Advanced Training for BVLOS Operations: For operators engaged in BVLOS operations, provide advanced training that includes a focus on weather patterns and advanced weather reporting systems, so that operators are well-equipped to navigate and respond to challenges encountered during extended flight ranges.
- Specialized Training for Airport Environments: Develop a specialized training course for UAS operations in airport environments. This training should cover unique challenges associated with airspace regulations, communication protocols, and specific safety measures to be followed in and around airports.
- Data Collection and Data Processing: Flying the UAS is important, but state DOTs also need to train their personnel on the different types of sensors, data collection methods, and how to use different data processing software.
- Mentor and Protégé Model: State DOT develops a UAS program with experienced UAS pilots on staff who can serve as mentors to newly certified pilots. By using mentors to train protégés, the core principles, policies, and procedures of the UAS program can be reinforced. Alabama DOT is one example of an agency that uses this model, where all new pilots are required to spend a minimum of 20 hours training with the senior UAS pilot before they can fly on their own.
By considering these best practices, state DOTs can establish a comprehensive and effective internal UAS training program that meets regulatory requirements and prioritizes safety, proficiency, and continuous improvement among their UAS pilots.
Other Training Resources
State DOTs can consider additional training resources and standards that they can provide to their UAS pilots or use when developing UAS training courses. While the following training resources can be helpful, state DOTs should not adopt these resources as a one-size-fits-all solution; rather, they should be used as an added resource or to assist state DOTs in customizing their UAS training materials for their UAS pilots.
The American Society for Testing and Materials (ASTM) International organization is a recognized leader in developing consensus standards across a variety of industries. There are over 12,000 adopted ASTM International standards, developed from the work of more than 30,000 technical experts through the use of committees (ASTM International 2024). ASTM Committee F38 on Unmanned Aircraft Systems (https://www.astm.org/committee-f38) works to address UAS issues related to design, performance, quality, safety, training, operations, and many other related topics (Mikolajewski 2024). Through ASTM International efforts, the following two standards have been developed directly related to UAS:
- ASTM F3266-18 - Standard Guide for Training for Remote Pilot in Command of Unmanned Aircraft Systems (UAS) Endorsement.
- ASTM F3330-18 - Standard Specification for Training and the Development of Training Manuals for the UAS Operator.
ICAO is responsible for assisting in the development of global standards and guidance for UAS and AAM to facilitate the safe integration of these emerging technologies (ICAO 2024). ICAO developed a guidance document entitled Unmanned Aircraft Systems that provides an overview of UAS, the ICAO regulatory framework, legal considerations, operations, aircraft systems, and training or licensing for personnel (ICAO 2011).
The National Fire Protection Association (NFPA) has a Public Safety Drone Guide Online Training that could also be considered (NFPA 2024). Although this training is specific to public safety, it includes key components around risk assessment, operations preparation, operations execution, post-operations debriefing, and data acquisition that overlap with the operational principles of a state DOT UAS program. It also provides program considerations such as the development of internal policies and procedures, identification of goals and UAS equipment that meet those goals, and overall program management. The NFPA also requires the National Institute of Standards and Technology (NIST) UAS course (https://www.nist.gov/el/intelligent-systems-division-73500/standard-test-methods-response-robots/aerial-drone-tests-0), which can serve as a potential training resource.
FHWA developed online training courses specific to various UAS use cases across construction, emergency response, and structural inspection. The agency also developed an online course on how to develop a UAS program at a state DOT. These free online courses are hosted by the National Highway Institute and can be found by searching UAS in the course search bar at the following link: https://fhwanhi.geniussis.com/RegistrationByCourse.aspx/.
FHWA funded the development of a UAS simulator through an STIC grant to the South Carolina DOT. These funds enabled the South Carolina DOT to build on previous successes and support the development of a flight simulator specifically tailored for state DOT needs. The primary aim was to create a tool that would facilitate training and proficiency testing for UAS pilots. The simulator, developed in collaboration with Clemson University and a third-party consultant, includes scenarios based on the NIST open lane test and a bridge inspection simulation. This simulator provides a realistic environment for pilots to practice and demonstrate their skills, ensuring they meet the proficiency standards required for safe operation in national airspace.
One of the significant benefits of the FHWA-funded UAS simulator project is that it allows state DOTs to access and use the simulator for free. Each state DOT is eligible for ten free licenses to use the simulator until January 25, 2026. These licenses provide unlimited access to the developed scenarios, including the NIST-based training and testing modules and the bridge inspection scenario. The simulator helps ensure that UAS pilots can demonstrate the necessary skills for various applications, including bridge inspections, without the risks associated with real-world training. State DOTs interested in obtaining these licenses can contact Joe Burgett for more information (https://www.clemson.edu/caac/about/facultybio.html?id=1805).
NCHRP 20-44(47), “UAS Operations Practical Skills Pilot Program for State DOTs,” is an active project that builds upon the simulator efforts described previously. The project will develop a practical test standard for UAS that pilots can use to demonstrate knowledge and flight skills. Another NCHRP resource that may also be useful to state DOT is NCHRP Research Report 1114: Uncrewed Aerial Systems Applications for Bridge Inspections (McConnel et al. 2024) and the associated AASHTO Guidelines.
Workforce Challenges
The biggest workforce challenge facing state DOTs, as viewed through the lens of UAS operations, is the high rate of turnover. State DOTs find it difficult to compete with the private sector and often lose their employees once they are trained on how to use UAS. For example, one state
DOT reported in the focus groups that several of its surveyors had been trained on UAS and had been using the tool for a little over a year when they were recruited to a private surveying company specifically because of their UAS experience. Private industry companies, which can offer higher wages, are looking for people with UAS certification and skills.
Another state DOT described its experience after its UAS program manager left, noting how difficult it was to keep the UAS program going because of how much of the responsibility was being held by the UAS program manager. A different state DOT reported that it also lost its UAS program manager and indicated that the position remained open for so long that it made it difficult to make any progress with the program. Eventually, the agency returned to contracting out any needed UAS work.
To mitigate the impact of workforce retention challenges and assist with the continuity of UAS programs, state DOTs can adopt a combination of the following proactive strategies:
- Comprehensive Training for Internal Divisions: To reduce the risk of losing an entire UAS team, state DOTs should implement a strategy of training various internal departments, such as bridge inspection, surveying, and others, on UAS usage. This approach creates a diversified pool of skilled personnel so that the departure of a UAS pilot or program manager does not lead to a loss of critical capabilities. This strategy also fosters a culture of adaptability and innovation within the organization.
- Cross-Training of Staff: Another effective strategy is cross-training existing staff members. By providing multiple employees with a basic understanding of UAS operations, state DOTs can create a more resilient workforce. This is important for positions like the UAS program manager, where another individual or two should also learn many of the responsibilities of the UAS program manager to the extent possible. Cross-trained staff can step in temporarily to fulfill UAS-related responsibilities until a suitable replacement is hired. This minimizes disruptions and maintains operational efficiency during periods of turnover.
- On-Call UAS Services Procurement: State DOTs can adopt a strategy of procuring and maintaining on-call UAS services from a third-party provider to address temporary gaps in internal capabilities caused by turnover. This approach allows state DOTs to quickly access external expertise when needed and allows critical UAS functions to continue without significant interruption.
- Diverse Workforce Composition: To enhance resilience against turnover, state DOTs should consider a balanced workforce composition that includes in-house staff, contractors, and consultants when it comes to UAS capabilities. This diversified approach helps when internal turnover occurs because external partners are readily available to provide continuity. This strategy enables state DOTs to maintain a consistent level of UAS expertise and operational capacity, minimizing the impact of staff fluctuations.
- Leadership Support and Acknowledgment: Retaining skilled UAS personnel is as important as mitigating turnover. State DOTs should implement strategies focused on leadership support and acknowledgment of the work done by UAS pilots and UAS program managers. Recognizing their contributions can foster a positive work environment, promote job satisfaction, and increase the likelihood of employee retention. Supportive leadership can also encourage professional development, further solidifying the commitment of UAS personnel to the organization.
Workforce Development—Partnering with Academia
As noted earlier, state DOTs are challenged with workforce retention; while short-term strategies were outlined, this section focuses on long-term strategies. One strategy for state DOTs is to partner with academia to establish robust two-way workforce pipelines that can provide students with career opportunities and provide the state DOT with well-prepared employees. In addition
to a current and immediate need, there is a future need. Figure 20 shows that 56 percent of the focus group attendees noted there is a need in the next one to three years to support UAS and AAM opportunities.
Subject matter experts from academia who participated in the focus groups noted the significant lead times needed to obtain funding and approvals for curriculum development. Depending on the state, it can take several years for job codes and course codes to be updated before funding is available to create a curriculum to support new industries. This is a unique challenge for UAS and especially AAM because they are both relatively new industries. Academia faces challenges similar to those faced by state DOTs when it comes to workforce retention; several universities are experiencing failed searches when attempting to fill faculty positions. One university representative noted that after multiple failed searches, the university is creating special professor pay rates specifically for the UAS program in an attempt to compete with the private industry.
Because these challenges exist, it is important for state DOTs, industry, and academia to collaborate to meet these challenges and develop workforce pipelines. Progress is being made regarding the UAS curriculum and helping students understand the variety of ways UAS can be used across multiple industries, including transportation. In 2020, the FAA launched the UAS Collegiate Training Initiative (https://www.faa.gov/uas/educational_users/collegiate_training_initiative) to provide a collaborative working environment for post-secondary educational institutions that are providing UAS training or courses. The program is helping develop a robust UAS curriculum to provide students with the knowledge and skills needed to work in a UAS-related position (FAA 2023e). Section 913: “Drone Education and Workforce Training Grant Program” of the Securing Growth and Robust Leadership in American Aviation Act provided $5 million in annual funding through fiscal year 2028 (H.R. 3935 - FAA Reauthorization Act of 2024).
In addition to the post-secondary education efforts, there are robust resources for high schools to provide UAS courses through the Aircraft Operators and Pilots Association (AOPA). The AOPA Foundation provides free, fully developed courses and curriculum for traditional aviation and UAS and emerging aviation technologies, as seen in Figure 21 (AOPA 2024).
AOPA’s High School STEM Curriculum program (https://youcanfly.aopa.org/high-school/high-school-curriculum) allows local administration and teacher control while providing well-developed resources for teachers to use to prepare the future workforce. This program has been widely adopted across the United States, with some states integrating the curriculum in as many
Figure 21. AOPA aviation curriculum, including UAS.
schools as possible. Oklahoma DOT worked with several state agencies, academic institutions, and the state legislature to pass a law that allows aviation and aerospace technology courses to count as a core credit toward the STEM credit requirements for high school graduation (Oklahoma State Courts Network 2024). As a result of the new law, Oklahoma has 85 high schools teaching the AOPA aviation and UAS courses, which have allowed students to explore UAS technology and prepare themselves for further education and career opportunities. This significant adjustment in the way students can earn required credits for graduation and the high rate of adoption of the UAS courses will assist the long-term efforts for developing a strong UAS workforce pipeline.
Another similar resource available to high school administrators and teachers is the Aviation High School Facilitator Guide (Hagen et al. 2021).
Role of Academia
Academic institutions can strategically leverage federal or state grants to develop and enhance relevant courses. Grants provide a valuable source of funding that allows educational institutions to invest in the research, curriculum development, and infrastructure necessary to meet the specific demands of the UAS and AAM industries. By securing grants, academic institutions can allocate resources toward creating high-quality, data-driven courses that align with the rapidly evolving technological landscape of UAS and AAM.
Perkins Funding is one federal source of funding that can help bolster UAS and AAM programs, propelling technological advancements and preparing students for the evolving demands of the transportation industry. Perkins Funding can be channeled toward the acquisition of state-of-the-art UAS and AAM equipment, facilitating hands-on learning experiences for students. This financial support enables institutions to develop specialized courses, workshops, and training programs, ensuring that students gain the practical skills and knowledge needed to meet workforce demands. Additionally, Perkins Funding can be directed toward hiring experienced faculty with expertise in UAS and AAM technologies to foster an environment of innovation and research (US Department of Education 2023).
It is important that courses be developed with the most up-to-date content and industry insights and provide hands-on experiences to provide students with a comprehensive education that prepares them for the challenges and opportunities within the UAS industry. Educational programs should incorporate elements that allow students to engage in hands-on training to equip them with the knowledge needed for real-world scenarios. Practical experiences, such as flight simulations, UAS operations, and maintenance tasks, contribute to a well-rounded education that prepares students for the workforce.
For effective UAS workforce development, there must be a seamless alignment between secondary and post-secondary education. Academic programs at the secondary and post-secondary levels should be designed in consultation with industry experts so they align with the current and future needs of the UAS sector. This collaboration provides students with relevant and up-to-date knowledge they can use when entering the workforce. Secondary programs can lay the foundation and prepare students for a smooth transition into advanced UAS programs at the post-secondary level. Additionally, fostering dual enrollment programs allows high school students to explore UAS-related courses while simultaneously earning college credits. This initiative encourages early exposure to the field and accelerates students’ progression toward a UAS-focused higher education, enhancing their readiness for UAS careers.
To further bridge the gap between academia and industry needs, academic institutions can proactively integrate real-world UAS job requirements into their curricula. By collaborating with UAS companies and state DOT UAS program managers and pilots, educational programs can tailor their content to reflect the skills and knowledge demanded by the industry. Offering hands-on experience through internships and engagement with industry professionals enhances the learning process and equips students with practical insights, ensuring they graduate with a well-rounded skill set that directly aligns with the demands of the UAS workforce.
Role of the UAS Industry
Despite the recognized importance of workforce development, the UAS industry grapples with understanding the intricacies, challenges, and significant lead times for establishing robust pipelines and relevant curricula. This problem underscores the need for a collaborative effort between industry stakeholders, state DOTs, other state agencies, and academic institutions. Industry plays an important role in assisting with the development of curriculum frameworks that align with the evolving needs of the UAS workforce. Establishing effective communication channels between these stakeholders is key to the success of creating educational programs that are tailored to meet industry demands, fostering a symbiotic relationship that enriches the skill set of the future workforce.
Internships serve as a cornerstone for skill development and should be a key piece of academic programs. Academia needs the help of industry to contribute to workforce development by actively participating in the creation of internship programs and ongoing opportunities. Offering students opportunities for hands-on experience in UAS companies helps bridge the gap between theoretical knowledge acquired in academic settings and practical applications in the field. By investing in internship initiatives, the industry can cultivate a pipeline of skilled professionals while assisting these individuals in becoming well-versed in the specific demands and challenges of the UAS sector.
The State’s Role
State DOTs and other state agencies, such as state boards of education, play an important role in fostering workforce development for the UAS and AAM industries. To cultivate a skilled
workforce, state DOTs need to actively collaborate with boards of education and academic institutions to develop, approve, and seamlessly integrate a career and technical education curriculum into secondary education. By incorporating UAS-specific coursework, states can help students receive a comprehensive and relevant education, equipping them with the skills required for future employment in the UAS sector. This collaboration also facilitates the alignment of educational offerings with the evolving needs of the industry so graduates are well-prepared to meet the demands of the UAS workforce.
The involvement of state DOTs can extend beyond the classroom. Just as private companies should be offering internships, state DOTs can also offer internships and job shadowing opportunities. Providing students with the opportunity to shadow employees with different expertise and careers across a state DOT and to experience firsthand how surveyors, bridge inspectors, and environmental engineers use UAS would be an invaluable experience. Structured internships at a state DOT can facilitate hands-on experience, allowing students to apply their knowledge in real-world settings and fostering a potential direct pathway into the state DOT. Ultimately, states should actively support and contribute to the growth of opportunities for students for a seamless transition from education to employment in the dynamic field of UAS.
The human resources departments and recruitment teams at state DOTs may benefit from a deeper understanding of UAS and AAM technologies to effectively identify and recruit qualified candidates. State DOTs can use UAS as a recruiting tool at college career fairs and other recruitment events, demonstrating to interested candidates the variety of ways UAS are used.
State governments, recognizing the economic and technological potential of these industries, can allocate funds to support educational initiatives that align with workforce development needs. State-allocated funds and grants can be used to complement other funding sources from federal agencies, private organizations, or industry partnerships. This collaborative approach provides academic institutions with the financial means to offer robust programs that equip students with the skills needed to meet workforce demands within the state.
AAM Workforce Development Considerations
Workforce development in AAM demands a forward-thinking approach that integrates diverse skill sets essential for the seamless integration of aerial mobility into urban and rural environments. Training programs should be designed to bridge traditional disciplines, merging skills from urban planning or transportation planning with aviation expertise. This interdisciplinary approach is vital to cultivate professionals who understand the intricacies of urban infrastructure and transportation asset management and can effectively apply their knowledge to the unique challenges of AAM. In addition to traditional aviation skills, there is a pressing need for individuals who possess the expertise to integrate UAS and AAM into existing transportation and logistics systems. This integration requires a comprehensive understanding of urban dynamics, airspace management, and technological advancements, emphasizing the need for innovative and collaborative training programs that equip individuals with a holistic skill set.
The skill requirements for AAM extend beyond traditional aviation roles, necessitating expertise in electronic engineering, radar systems, and UTM. Electronic engineers play a critical role in developing and maintaining the systems that enable AAM, such as the aircraft themselves, collision avoidance technologies, and communication systems. To meet the demand for these specialized skills, a targeted training program could provide a steady supply of qualified professionals.
The Securing Growth and Robust Leadership in American Aviation Act, Sections 403, 423, and 424, are dedicated to the development of aviation workforce initiatives that are inclusive of emerging aviation technologies such as UAS and AAM (Richter et al. 2024).
From a state DOT perspective, the agency should engage with the AAM stakeholder coordination committee and assist in spearheading initiatives to understand current and future AAM workforce needs. By fostering collaboration between educational institutions, industry leaders, and local communities, states can develop a roadmap for workforce development that aligns with the unique challenges and opportunities presented by AAM. This proactive approach offers an early start to developing a skilled workforce for the burgeoning AAM industry.
