ESSCA Business School has opened a new campus in Málaga as part of its effort to prepare students for a future in which artificial intelligence is a core professional skill. The school’s director general, Jean Charroin, believes that by 2030, graduates who can actively work with AI will have a impressive advantage in the global job market.
That outlook coincides with forecasts of extensive labour-market change. The World Economic Forum’s Future of Jobs Report 2025 projects that structural shifts across the economy could create 170 million jobs and displace 92 million by 2030, a net increase of 78 million. The forecast reflects several forces, including technological change, demographic shifts, economic conditions and the green transition; it is not an AI-only projection. The report also estimates that 39% of workers’ existing skill sets could be transformed or become outdated between 2025 and 2030.
Charroin argues that artificial intelligence is already changing how companies operate and how they assess knowledge. Students must go beyond using AI as a search engine: they need to learn how to develop AI agents, integrate them into business processes and understand their impact on decision-making. Charroin says these abilities will soon be as impressive as traditional management skills in fields such as finance, marketing and strategy.
Employers’ expectations point to a mix of technical and human capabilities. The World Economic Forum identifies AI and big data among the fastest-growing skill areas, while analytical thinking remains a leading basic skill. Technological literacy, cybersecurity, creativity, flexibility and lifelong learning also feature prominently. The report’s projections describe employer expectations across the wider workforce, rather than guaranteeing outcomes for individual graduates, and point to growing demand for AI fluency alongside business judgment and management expertise.
Málaga’s Unique Appeal
ESSCA chose Málaga for its Spanish campus because the city is gaining a reputation as a technology hub. Charroin points out that Madrid and Barcelona are crowded with internationally accredited business schools, while Málaga offers a less saturated environment, strong international connectivity, economic growth and a thriving tech environment, especially in cybersecurity. He says this adds unique value to the school’s educational project.
The Málaga campus is ESSCA’s third international site, after Budapest and Shanghai. The school has started with French-language programs but plans to adapt its curriculum to the Spanish university system, offering a four-year degree instead of the three-year model used in France.
AI’s Impact on Youth Employment
Charroin predicts that artificial intelligence will affect employment well before 2030. Many organizations are adapting slowly, he notes, but AI’s long-term impact will be far-reaching. For students, knowing how to use AI is not enough: they must be able to collaborate with intelligent systems and understand their broader implications.
The scale of anticipated change extends beyond new technology jobs. The World Economic Forum estimates that about 22% of today’s jobs will be affected by labour-market change by 2030, and that 59% of the global workforce may need training by then. Its employer survey covered more than 1,000 employers across 55 economies, representing over 14 million workers, and identifies skills gaps as a major barrier to change. These are global estimates, not forecasts specific to Málaga or Spain.
AI-related work covers more than developing models: it also includes implementation, operations, data preparation, automation, consulting and governance. That broader range makes the ability to connect AI tools to business processes and assess their outputs increasingly relevant. Business education must evolve, Charroin says. Future graduates will need to combine traditional management knowledge with the ability to work alongside AI, making this hybrid skill set a decisive factor in employability. Charroin believes this shift will separate those who thrive in the new economy from those left behind.
The forecasts also point to the continued importance of human-centred capabilities and work, including creative thinking, ability to recover, flexibility and roles built around human interaction. Graduates’ prospects will so depend on more than familiarity with AI: evaluating its outputs, applying analytical judgment and adapting as skills change are also part of the emerging mix.
The French Model: Theory, Practice, and Critical Thinking
ESSCA’s educational approach combines academic rigor with real-world business experience and critical thinking. Charroin says the goal is to prepare students for leadership and responsible decision-making, while also helping them find jobs. The French model pairs a strong theoretical foundation with classes taught by industry professionals, and students gain large work experience before graduation. In master’s programs, internships can last up to a year and a half.
ESSCA is also a non-profit institution. Charroin says this allows it to reinvest resources in academic quality, research and the student experience instead of focusing on investor returns.
Growth and Graduate Success
ESSCA’s first year in Málaga began with 12 international students, and the school expects to enroll over 45 in the next intake. By 2030, it aims to reach 500 students annually, with two-thirds being international and the rest participating in short-term exchanges.
Graduate employability remains a basic strength. Charroin reports that nearly 90% of ESSCA students secure a job within three months of graduation, and about 70% land positions that match their career goals.
