Integrating Experiential Learning with Technology-Enhanced Curriculum to Address Employability Skill Gaps in Higher Education

Abstract

Introduction: The expanding disparity between university curricula and the changing needs of the industry has made it progressively harder for graduates to develop crucial employability skills. With the rapid progression of technology and continuous transformations in the job market, many graduates find themselves inadequately prepared, lacking the essential abilities, hands-on experience, and flexibility necessary to succeed in today’s dynamic, technology-oriented workplaces.

Objectives: This study seeks to understand how blending hands-on learning experiences with technology-rich academic programs can meaningfully reduce the gap in employability skills among graduates. It delves into how real-world practice, combined with innovative digital tools, can equip students with not just theoretical knowledge but also the vital, everyday skills that employers value most—such as clear communication, technical competence, and the ability to think creatively and solve problems. By examining these approaches, the research aims to uncover ways in which education can feel more relevant, engaging, and aligned with the realities students will face in their professional lives, ultimately helping them transition more confidently and effectively into the workforce.

Methods: This study utilizes a mixed-methods approach to explore the skills gap in employability and the potential of integrating experiential learning with technology-driven curricula. Data were gathered from 385 students, 382 employers, and 377 academicians through structured surveys and semi-structured interviews. The quantitative data were analyzed using descriptive statistics and factor analysis, which revealed a strong correlation (r = 0.68, p < 0.1) between experiential learning and job readiness. The qualitative data were examined through thematic analysis to identify key challenges and opportunities for improving employability skills.

Results: The quantitative analysis revealed significant skill gaps, particularly in communication, where the gap between importance (M=4.85) and proficiency (M=2.45) was the largest. Both employers and academicians emphasized the importance of digital tools, such as virtual internships and AI-based mentorship, in bridging these gaps. Factor analysis showed a strong positive correlation (r=0.68, p<0.1) between experiential learning and job readiness. Thematic analysis highlighted outdated curricula and limited academia-industry collaboration as key barriers to effective skill development.

Conclusions: This research emphasizes the importance of combining experiential learning with technology to address the skills gap in employability. Enhancing collaboration between academia and industry, along with updating curricula, is crucial for aligning educational outcomes with industry needs, thereby improving graduates' readiness and adaptability for the evolving job market.