Most FTZ professionals did not discover the U.S. Foreign-Trade Zones program in a classroom. They discovered it because their career path, employer, or responsibilities eventually brought them into contact with it. That real-world learning model has produced deep expertise across our community, but it also means FTZ knowledge has traditionally entered the profession later rather than earlier.

That may be starting to change.

NAFTZ is seeing signs that some colleges and universities with international trade, logistics, and supply chain programs are beginning to expose students to FTZ concepts as part of their coursework. While this is still developing, it is the kind of trend that deserves attention.

This is not about NAFTZ taking on a major new workforce development mission. At least not now. The immediate opportunity is far simpler and more practical: becoming more aware of where this kind of activity is already happening and encouraging engagement where it makes sense.

That matters because meaningful support does not have to be complicated. In many cases, FTZ professionals can contribute in straightforward ways that help bring the subject to life for students. A classroom guest speaker, a facility or zone tour, an internship opportunity, or even a conversation that connects academic concepts to day-to-day FTZ operations can make a real difference. Those kinds of touchpoints help students better understand how FTZs fit into the broader international trade and economic development landscape.

There is also an important role here for grantees. When institutions in a region begin producing graduates with some awareness of FTZs, that adds to the long-term strength of the local FTZ environment. It can help build familiarity with the program, expand workforce readiness, and support regional competitiveness over time.

NAFTZ would also like to know when members encounter this type of higher education activity. If you are aware of a college or university that is incorporating FTZ-related content into its program, please share that with us. We want to better understand where these efforts are emerging, increase visibility across the membership, and identify where there may be sensible opportunities for future engagement.

What makes this especially compelling is that the potential upside may be significant while the near-term lift remains relatively modest. Students gain exposure to a specialized area of trade they may not otherwise encounter. Employers may benefit from talent entering the workforce with greater awareness of the FTZ program. And NAFTZ, along with the broader FTZ community, gains an opportunity to help strengthen the profession’s future relevance and reach.

Our recent webinar explored this topic through the lens of a real example, bringing together voices from higher education, a student, and a grantee perspective. It was a useful reminder that promising developments do not always begin as large formal initiatives. Sometimes they begin with awareness, curiosity, and a willingness to engage where opportunity already exists.

This is one of those moments. I encourage members to keep an eye out for similar activity in their own regions and to let NAFTZ know what they find. Early visibility may prove to be the most important step in helping something valuable grow.