“The future belongs to those who learn more skills and combine them in creative ways.”
– Robert Greene
Every year, World Youth Skills Day, observed on 15 July, serves as a reminder that education must continuously evolve to prepare young people for an increasingly dynamic world. This year’s theme, “Skills for a Shared Future,” underscores the growing need to equip learners with the knowledge, capabilities, and mindset required to thrive in an era defined by artificial intelligence, digital transformation, sustainability, and constant disruption.
As one of the world’s youngest nations, India has a unique opportunity to build a skilled, future-ready workforce. Achieving this, however, demands stronger academia-industry collaboration, experiential learning, interdisciplinary education and a renewed focus on lifelong learning.
Today, governments, schools, and universities must work together to prepare learners not only for employment but also for leadership, innovation and continuous adaptation.
To understand how education can rise to this challenge, ETEducation reached out to Hon’ble Minister Chandrakant Dada Patil, Minister for Higher and Technical Education, Government of Maharashtra, along with distinguished education leaders from across India. Their insights reveal what it will take to prepare the next generation for the future of work.
Challenge: Bridging the gap between education and industry
How can universities better align with the rapidly evolving needs of industry?As technology reshapes industries and new careers emerge at an unprecedented pace, education leaders agree that the relationship between academia and industry must become more dynamic, collaborative and future-focused.
For Hon’ble Minister Chandrakant Dada Patil, Minister for Higher and Technical Education, Government of Maharashtra, strengthening industry-integrated learning through NEP 2020 reforms is central to making graduates future-ready.
“The main challenge is that industry is changing faster than traditional academic systems. New sectors need graduates who understand technology, data, practical work, communication and problem solving together. Universities cannot depend only on periodic syllabus revision. In Maharashtra, through NEP 2020, we are bringing skill based courses, multidisciplinary learning, internships, Professor of Practice, digital education and subjects such as Artificial Intelligence, Data Science, Cyber Security, Cloud Computing, Robotics and Internet of Things into mainstream higher education. The aim is to make academic learning more closely connected with work, research and enterprise. The Apprenticeship Embedded Degree Programme is described as a game-changer, giving students the chance to apply classroom learning directly in real-world settings.”
According to Prof Himanshu Rai, Director, IIM Indore, universities must move beyond periodic curriculum updates and work closely with industry to embed experiential learning and emerging technologies into education.
“The biggest challenge is the widening gap between the pace of technological and business transformation and the speed at which higher education adapts. Curriculum renewal alone is no longer sufficient. Universities must work closely with industry in designing curricula, research, internships, and assessments. In an era when AI and machine learning are becoming integral to every profession, students need sustained exposure to real-world problem-solving, interdisciplinary learning, and emerging technologies from the very beginning of their academic journey. Embedding these capabilities from the first year will help graduates become future-ready rather than simply job-ready.”
For Dr CA Achyut Dani, Director-General and Provost, JG University, the biggest disconnect lies between classroom learning and workplace expectations, making continuous industry collaboration more important than ever.
“The biggest gap is the disconnect between classroom learning and workplace expectations. Static curricula, limited industry engagement and insufficient hands-on exposure often leave graduates underprepared. Higher education must shift from knowledge delivery to skill development through continuous industry collaboration and experiential learning.”
For Kunwar Shekhar Vijendra, Chancellor, Shobhit University, the real challenge extends beyond curriculum to the very mindset with which higher education is designed and delivered.
“The real barrier is mindset, not curriculum. We still design degrees for examinations, not for real-world problems. Industry and technology evolve in quarters; universities move in years. And our regulations reward compliance over experimentation. Until these three change, the gap between the classroom and the workplace will remain.”
Sharing a similar perspective, Dr Vikram Singh, Chancellor, Noida International University, emphasises the need for continuous upskilling and technological readiness to keep pace with an increasingly knowledge-driven world.
“Education and industry must be closely aligned to ensure students remain future-ready and obsolescence does not creep in. Continuous upgradation of knowledge and capacity building must become an integral part of the education ecosystem. The future will belong to those who adapt to and adopt emerging technologies such as AI, machine learning and cyber security.
Colleges and universities must also keep their alumni updated through online and refresher courses to help them navigate an increasingly knowledge and technology-driven world. While this may be challenging, it is certainly not impossible. Students, educators and all stakeholders must recognise that knowledge is an instant global advantage.”
For Prof S K Bhattacharyya, Founding Vice-Chancellor, Shiv Nadar University, Chennai, greater curriculum flexibility, interdisciplinary learning and stronger industry participation are essential to narrowing the gap.
Bringing together both the challenge and the opportunity, Dr Rajul K Gajjar, Vice Chancellor, Gujarat Technological University, believes universities must move beyond degrees to build demonstrable capabilities through agile, industry-responsive curricula.
“Employability today demands more than a degree, it demands demonstrated capability. GTU has built this as an integral part of its curriculum through industry- led minors/honours, mandatory skill-based internships, and a flexible elective basket learners can reshape mid-course, backed by MOOCs. Institutions that treat curricula as living systems—responsive, co-created, ever-evolving—rather than fixed syllabi, will be the ones that define the future workforce.”
For Prof Atul Khosla, Founder and Vice Chancellor, Shoolini University, the biggest barrier is not capability but trust. Stronger collaboration between academia and industry must be built on shared responsibility and outcomes.
“The biggest barrier is not skills. It is trust. Industry thinks universities are slow. Universities think industry is short-sighted. Both may be right. Academia works in years. Industry works in weeks. Unless both sides share responsibility, data and outcomes, industry–academia collaboration will remain a slogan, not a system.”
According to Prof SK Bhattacharyya, Founding Vice-Chancellor, Shiv Nadar University, Chennai, faster curriculum evolution, interdisciplinary learning and deeper industry engagement are essential to keeping higher education relevant.
“While universities have taken several initiatives to strengthen academia-industry collaboration, the biggest challenge is the speed at which industry is evolving. Curricula are typically revised every three to four years, while industry requirements vary across sectors and change much faster. Universities can only create a common academic foundation, after which students must be trained to meet specific industry needs. Although internships have increased significantly, the demand for industry exposure continues to outpace available opportunities. Greater industry participation in curriculum design, interdisciplinary learning and assessment systems that reward problem-solving over rote learning are essential to bridge this gap.“
For Dr Prashant Bhalla, President, Manav Rachna Educational Institutions, meaningful academia-industry alignment begins with making industry an active partner throughout the learning journey rather than only at the point of recruitment.
“The biggest barriers are limited engagement between higher education and industry, curricula that struggle to keep pace with evolving workplace needs and limited opportunities for students to apply their learning in real-world settings. By the time students reach recruitment, valuable opportunities for industry immersion, mentorship and hands-on learning have already been missed. Stronger alignment calls for industry to become a continuous partner in curriculum design, research, innovation and problem-solving, ensuring students build confidence, practical understanding and perspective throughout their learning journey.”
While universities prepare graduates for the workplace, the foundations of future readiness are laid much earlier in schools. Deblina Chakraborty, Principal, Shiv Nadar School, Faridabad, nurturing adaptability, resilience and student wellbeing is equally critical.
“The greatest challenge for schools is preparing students for a future that is evolving faster than ever before. Beyond academic excellence, we must nurture adaptability, wellbeing, critical thinking, and resilience while helping students connect classroom learning with real world contexts. Equally important is creating environments where every learner feels supported, confident, and ready to navigate uncertainty with purpose.”
Echoing the importance of preparing learners from an early stage, Dr Aditi Misra, Director, Delhi Public School, Sector 45, Gurgaon, believes schools must balance academic excellence with life skills that enable students to thrive in a constantly evolving world.
“In a rapidly evolving world, today’s youth must prepare for careers shaped by constant innovation, as AI and technological change continue to redefine the skills that work demands. Academic success will continue to be important, but it needs to be balanced with life skills that are needed to prepare students for careers that will continue to change. Schools need to help bridge the gap between classroom learning and real-world application by developing critical thinking, adaptability, and the ability to learn, unlearn, and relearn throughout life.”
Collectively, these perspectives point to a common reality: the challenge is no longer simply updating curricula, but fundamentally rethinking how higher education responds to the pace of change.
Opportunity: Preparing learners to lead, not just work
What must universities do today to prepare graduates for tomorrow?
As the workplace evolves, universities are increasingly expected to nurture innovators, entrepreneurs and leaders alongside technically competent professionals. Education leaders believe this requires a shift from knowledge delivery to capability building, ensuring graduates are equipped to create value, lead change and thrive in an uncertain future.
For Hon’ble Minister Patil, universities must equip students with research orientation, practical exposure and multidisciplinary learning that prepares them to solve real-world challenges.
“Universities must prepare students not only to seek jobs, but to understand problems, create solutions and take responsibility in society and industry. This requires research orientation, project based learning, incubation, startup support, industry exposure and Outcome Based Education. Maharashtra’s four year undergraduate structure, Academic Bank of Credits, Multiple Entry and Exit, and Honours with Research are important steps in this direction. Students should receive subject knowledge, practical experience and the confidence to work across disciplines. Universities should use the Academic Bank of Credits to actively encourage students to combine, say, engineering with public policy, or commerce with data science. Leadership in the coming years will belong to those who can learn continuously, use technology responsibly and apply knowledge to real needs.”
For Prof Himanshu Rai, leadership in the AI era demands a combination of technological excellence, ethical judgement, experiential learning and global exposure.
“Universities must prepare students not only for today’s careers but also for opportunities that are yet to emerge. According to the World Economic Forum’s Future of Jobs Report 2025, 170 million new jobs are expected to be created globally by 2030, while 92 million existing roles may be displaced, resulting in a net gain of 78 million jobs. This transformation demands that universities embed AI, data-driven decision-making, ethics, leadership, and experiential learning across programmes. At IIM Indore, we are integrating AI and analytics into our curriculum, introducing specialized offerings with topics including Generative AI, Cybersecurity, etc., strengthening industry immersion, and expanding global collaborations to develop leaders who combine technological excellence with integrity, purpose, and the ability to create meaningful societal impact.”
According to Dr CA Achyut Dani, NEP 2020 presents a significant opportunity to redesign higher education around industry relevance, multidisciplinary learning and entrepreneurship.
“The NEP 2020 has created a biggest possible opportunity for Universities to have *freedom on curating curricula to embed industry needs* into the learning journey through project-based education, internships, apprenticeships and early workplace exposure. Skill-first, multidisciplinary and AI-enabled education, complemented by entrepreneurship and research, will produce graduates who are not just employable but capable of creating value and leading change.”
Kunwar Vijendra believes universities must focus on building capabilities rather than merely delivering subjects, empowering students to create livelihoods instead of simply seeking jobs.
“Universities must teach capabilities, not just subjects. Bring industry into the classroom and send students into industry, every semester, every programme. Treat skills as equal to theory. Use AI as a personal tutor for every learner. And above all, prepare graduates to create livelihoods, not merely seek them.”
For Dr Vikram Singh, future leadership will belong to graduates who combine technical excellence with strong interpersonal skills, integrity and continuous learning.
“There will be innumerable opportunities for those who are technically proficient, continuously update themselves in emerging technologies, possess strong interpersonal skills, and have a sound command of language. The future will belong to those who combine technical proficiency with unimpeachable integrity and a strong moral fibre.”
Similarly, Prof Atul Khosla, believes universities should produce leaders who think critically, question assumptions and take ownership rather than simply acquiring technical knowledge.
“Universities must stop producing passengers. They must create drivers. Students should learn to think, question, solve, execute and lead. Knowledge will become obsolete. The ability to learn and unlearn will not. Technical skills can be taught quickly. Courage, curiosity, communication and ownership take longer. Employability is the floor. Leadership must be the goal.”
According to Prof S K Bhattacharyya, application-led learning, interdisciplinary education and innovation from the first year are essential to preparing graduates for leadership.
“Universities need to move from content delivery to flexible, application-led learning. At SNU Chennai, our major-minor system allows students to combine disciplines, such as economics with data science or mechanical engineering with AI, helping them build the hybrid expertise that industry increasingly demands. Mandatory internships, industry-linked capstone projects and seed-funded innovation initiatives ensure students not simply absorb knowledge, but learn to apply, combine and extend it, preparing them to lead, not merely qualify.”
For Dr Prashant Bhalla, capability building through experiential learning, entrepreneurship and community engagement should become central to the university experience.
“Universities must shift from only delivering knowledge to building capability. That means embedding experiential learning, skilling labs, apprenticeships, entrepreneurship, research, community-linked projects and interdisciplinary problem-solving into the academic journey. Graduates should leave with more than employability; they should have the confidence to create, collaborate, lead with purpose and contribute meaningfully to society and India’s growth.”
The journey towards future-ready graduates begins much earlier in schools. Deblina Chakraborty, empowering students with agency, wellbeing and authentic learning is fundamental to preparing them for higher education and beyond.
“Schools have an opportunity to redefine education by placing student agency, wellbeing, and authentic learning at the centre of every experience. When inquiry, interdisciplinary learning, technology, and meaningful collaboration come together, students develop the confidence, empathy, and adaptability needed to thrive in higher education, careers, and as responsible global citizens.”
Echoing this perspective, Dr Aditi Misra, believes schools must become spaces where experiential learning, creativity and problem-solving prepare students for a rapidly evolving world.
“The opportunity is to reimagine schools as places for experiential learning and project-based learning, where creativity and problem-solving are emphasised over rote learning. At DPS 45 Gurgaon, this is realised through specialised clubs like the Atal Tinkering Lab and Model United Nations, alongside international exchange programmes, community outreach initiatives, and innovation-led learning spaces. These provide students with strengths that remain unequivocally their own even in today’s technology-dominated environment.”
Together, these voices reflect a common vision for the future of education. Schools and universities are no longer preparing learners simply for examinations or employment. They are shaping adaptable, purpose-driven and future-ready individuals equipped to learn continuously, lead confidently and contribute meaningfully to society.
Future Skills: Defining the workforce of tomorrow
What skills will matter most in the future of work?
While artificial intelligence and digital technologies continue to reshape industries, education leaders believe that future success will depend on balancing technological expertise with distinctly human capabilities.
For Hon’ble Minister Patil, the workforce of tomorrow will require a combination of advanced digital skills, critical thinking, adaptability and strong ethical values.
“The future workforce will need a balance of technical ability, thinking ability and human values. The future workforce will be defined by adaptive, cross-disciplinary capability rather than narrow technical mastery and Maharashtra’s NEP 2020 implementation is actively building the conditions for exactly this. Skills in Artificial Intelligence, Data Science, Cyber Security, Cloud Computing, Robotics, Internet of Things and digital systems will be important across sectors. At the same time, students must develop critical thinking, creativity, communication, teamwork, ethical judgement, adaptability and the habit of lifelong learning. Maharashtra is aligning higher and technical education with these priorities through NEP 2020, faculty training, industry linked learning and modern courses. Our effort is to prepare young people who are employable, innovative and capable of contributing to Maharashtra and India’s growth.”
According to Prof Rai, AI literacy will become foundational, but creativity, ethical judgement, collaboration and lifelong learning will continue to distinguish exceptional professionals.
“The future workforce will be defined by the ability to combine technological fluency with uniquely human strengths. AI and data literacy will become foundational, but critical thinking, creativity, ethical judgment, adaptability, communication, collaboration, and continuous learning will distinguish exceptional professionals. AI should be viewed as an intelligent collaborator that enhances productivity, accelerates analysis, and augments decision-making, rather than as a replacement for human potential. It is the human ability to exercise empathy, contextual understanding, values-based judgment, and responsible leadership that will continue to create lasting value in an AI-enabled world.”
For Dr Dani, the leaders of tomorrow will combine AI proficiency with integrity, creativity, communication and a lifelong commitment to learning.
“The future belongs to learners who combine digital and AI proficiency with distinctly human capabilities such as *Integrity, critical thinking, creativity, adaptability, communication and ethical leadership*. You need to be a *rain maker*, to go beyond the call of your defined role and contribute towards creating impact – for the organization you run or work for as also society at large. Equally important is developing a mindset of being coachable – a lifelong learner who is adaptive and focuses on purpose – because when WHY is clear – HOW is easy.”
For Kunwar Vijendra, fluency with technology, ethical judgement and the ability to learn, unlearn and relearn will define future leaders.
“Three things: fluency with technology, especially working alongside AI; timeless human skills of clear thinking, communication and ethical judgement; and the habit of learning, unlearning and relearning for life. A young person rooted in their own soil and civilisation, yet open to the world, will lead any workforce of the future.”
For Dr Singh, technological expertise must be complemented by interpersonal skills, communication and a strong academic foundation.
“The skills required for the future will include expertise in emerging technologies such as AI, machine learning, blockchain, cyber security and data security, along with interpersonal skills, people management, and a strong foundation in subject knowledge and language. “
According to Dr Gajjar, AI and data fluency, systems thinking, adaptability and human-centric skills will form the pillars of future readiness.
“Future readiness will rest on four pillars: AI and data fluency, systems thinking to navigate complexity, adaptability to reskill continuously, and human-centric skills—critical thinking, ethical judgment, and collaboration—that AI cannot replicate. At GTU, we are embedding these through interdisciplinary electives, industry-aligned minors, and continuous skilling pathways, ensuring graduates lead rather than merely adapt to change.”
Prof Khosla believes the greatest competitive advantage will belong to those who ask better questions, solve meaningful problems and remain relevant through continuous learning.
“The future will not belong to people who simply follow instructions. AI will do that faster. It will belong to people who can define problems, ask better questions and make sound decisions. Technology fluency will be essential. So will adaptability, creativity and lifelong learning. The real future skill is the ability to stay relevant.”
For Prof Bhattacharyya, adaptability, ethical judgement, entrepreneurial thinking and cross-disciplinary collaboration will become defining attributes of tomorrow’s workforce.
“Alongside technical fluency in AI, data analytics and cyber security, the future workforce will need strong systems thinking, the ability to understand how technology, business, society and human behaviour interact. Equally important are adaptability, ethical judgement, cross-disciplinary communication and entrepreneurial thinking. Graduates must be able to identify problems, build solutions, work responsibly with technology and continue learning throughout their careers. The future belongs less to narrow specialists and more to adaptive problem-solvers.”
Similarly, Dr Bhalla believes curiosity, empathy, digital fluency and the ability to keep learning will prove more enduring than technical skills alone.
“The most valuable skill is learning how to learn. Technical capabilities have a shorter shelf life, but judgement, curiosity, digital fluency, empathy and integrity continue to grow in value. The workforce will need people who can question assumptions, connect ideas across disciplines and use emerging technologies with good judgement, turning knowledge into meaningful action and innovation into human impact.”
Highlighting India’s demographic advantage, Dr Aseem Chauhan, Chancellor, Amity University, emphasises that equipping young people with the right skills today will determine whether India leads the global knowledge economy tomorrow.
“India’s youth is our greatest competitive advantage. No other major economy will bring as many young people into its workforce over the next decade compared to India. What the world is watching now is whether we educate them with the rigour this moment demands. The economy they enter will be shaped by data and by AI, and nearly 40 percent of the skills that matter today will change by 2030. Our responsibility as educators is to prepare young Indians not just to participate in that economy but to lead it. That is the standard we hold ourselves to at Amity, on International Youth Skills Day and every day after it.”
Looking beyond universities, Deblina Chakraborty, believes these future-ready skills must begin developing during the school years through inquiry, creativity and resilience.
“While AI will continue to transform industries, the qualities that will distinguish future graduates are deeply human. Schools must cultivate critical thinking, creativity, communication, ethical decision making, empathy, digital fluency, and resilience. Most importantly, we must inspire a lifelong love for learning so students can confidently adapt, grow, and lead in an ever changing world.”
Echoing this view, Dr Misra, highlights entrepreneurial thinking, global perspectives and values-driven education as essential for preparing students for an AI-enabled future.
“The way forward to prepare students for tomorrow is by encouraging an entrepreneurial mindset and solution-oriented thinking, alongside cultural intelligence and a true global perspective. Our school inculcates all these qualities along with values that prepare students not just for successful careers, but for meaningful lives and responsible leadership in an AI-driven world.”
Together, these perspectives reinforce a powerful message: while technology will continue to evolve, the skills that matter most will combine digital fluency with human values. From schools laying strong foundations to universities shaping future leaders, every stage of education has a vital role in preparing learners for a rapidly changing world.
The road ahead
Collectively, these perspectives point to a fundamental shift in the purpose of education. Success can no longer be measured by degrees alone, but by an institution’s ability to cultivate adaptable minds, ethical leaders and lifelong learners who can thrive amid constant change.
As India aspires to become a global knowledge and innovation powerhouse, the responsibility of education extends far beyond preparing young people for their first job. It lies in empowering learners to embrace uncertainty with confidence, collaborate across disciplines, harness technology responsibly and continuously reinvent themselves throughout their lives.
On this World Youth Skills Day, one message resonates across classrooms, campuses and boardrooms alike. The future will not belong simply to those who know more, but to those who never stop learning, adapting and creating value. In a world where change is the only constant, the greatest skill of all may well be the willingness to keep learning.
