From academic knowledge to practical skills: What students expect from universities
In Short
The National Education Policy (NEP) 2020 recognised this shift, emphasising multidisciplinary study, experiential learning and stronger industry connections.
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From academic knowledge to practical skills: What students expect from universities
A student entering university today has likely already learned a skill online, experimented with artificial intelligence (AI) or built something independently. For much of the last century, universities supplied knowledge, while degrees certified graduates’ readiness for work. That relationship is changing. With knowledge more accessible and employers placing greater emphasis on practical capabilities, universities must consider what students should be able to do with what they learn.
The National Education Policy (NEP) 2020 recognised this shift, emphasising multidisciplinary study, experiential learning and stronger industry connections. However, a gap remains between these ambitions and classroom practice. Graduates may have a sound theoretical foundation but limited experience of the uncertainty, constraints and accountability of professional life. Understanding students’ expectations is an important step towards addressing this gap.
To explore these expectations, we conducted a campus-wide survey of more than 2,100 students across our four schools, covering design, business, technology and law. The findings offer insights into how Generation Z views education, skills and career preparation.
When asked what would matter most for their careers, 89% selected skills, 79% industry networks and 68% portfolios. These priorities are closely connected. Students want to develop capabilities, learn from professionals and build work that demonstrates what they can achieve. They are asking universities to make the link between education and employment more direct.
Practical problem-solving is central to this expectation. Real business challenges rarely come with clearly defined questions or single correct answers. They require students to understand constraints, collaborate and make decisions. Solving real-world business problems ranked first among the skills students considered important for their generation.
The survey found that 70% favoured industry exposure through live projects, internships and masterclasses. One student observed, “Working on industry projects has given me the confidence to apply what I learn in class to actual business problems.” Studying a problem and taking responsibility for solving it are different experiences. Universities need to provide opportunities for both. Students also want this exposure early. While 44% wanted industry engagement in their first year, 85% wanted it by their second year. Introducing practical learning throughout a degree gives students time to experiment, learn from mistakes and develop judgement. It should be an integral part of education, not an activity reserved for the final year. The changing nature of work makes this approach particularly relevant to artificial intelligence. Understanding what AI can do is different from knowing when and how to use it effectively. In the survey, 92% identified live industry projects and masterclasses as the best ways to learn AI applications. The same principle applies to multidisciplinary education. Professional challenges increasingly bring together technology, business, design and human behaviour. Students need opportunities to work across disciplines while developing expertise in their chosen fields.
Mentorship is another important consideration. Among aspiring student entrepreneurs, 62% wanted industry mentorship and 61% wanted to learn from entrepreneurs, compared with 30% who prioritised funding. This indicates that students value guidance from people with practical experience as they explore their own ideas.
Implications for the university of the future
These findings have implications for how universities design programmes and engage with industry. Employers should be more than occasional visitors during placement season; they should contribute to shaping learning through projects, internships and professional engagement. Disciplinary boundaries also need to become more flexible, allowing students to understand how different fields intersect in practice.
AI literacy should extend across programmes rather than remain limited to specialist departments. Campuses should also provide students with the resources, mentorship and opportunities to develop ideas, test prototypes and explore entrepreneurship.
Their responses point to a desire for education that combines knowledge with practical experience, professional networks and opportunities to demonstrate capability.
Universities should make student feedback a regular part of academic planning and improvement. By doing so, they can build learning environments that prepare graduates not only for what they know, but for what they can do with it.
(The author is Co-Founder & Executive President, ATLAS SkillTech University)
• Practical, job-ready skills: 89% of students identified skills as a key career priority, highlighting the need to connect classroom learning with workplace requirements.
• Stronger industry networks: 79% valued industry connections, including opportunities to interact with professionals and potential employers.
• Portfolios that demonstrate ability: 68% prioritised building portfolios that showcase their work and practical capabilities.
• Early industry exposure: 85% wanted industry engagement by their second year through live projects, internships and masterclasses.
• Mentorship and applied AI learning: Students want guidance from industry professionals and entrepreneurs, along with hands-on opportunities to understand and use AI
