2026· International journal of research and scientific innovation· Vol 13, pp. 2976-2994· 0 citations
Abstract
The rise of Industry 5.0 has moved the trajectory of industrial transformation from technology efficiency to human-centricity, sustainability and resilience. This paradigm change poses major difficulties and opportunities for higher education institutions (HEIs) which are increasingly expected to educate future-ready graduates with technical, ethical and multidisciplinary competencies. While there is increasing academic interest in Industry 5.0, the existing research on higher education preparedness is fragmented, with a majority of the studies focusing on digital readiness and technical adoption, but neglecting the wider institutional factors. To fill this gap, the current study reports a comprehensive literature evaluation synthesizing and integrating the extant knowledge on higher education preparedness for Industry 5.0. Relevant material between 2018 and 2025 was thoroughly found and examined from key academic databases and policy sources. Thematic synthesis yielded six core dimensions of preparedness: technological and digital preparedness, human capital and faculty readiness, curriculum and pedagogical transformation, organizational and leadership readiness, industry-academia collaboration, and institutional and policy support. This study proposes a multidimensional conceptual framework drawing from Human Capital Theory, Sociotechnical Systems Theory, Dynamic Capability Theory, and Institutional Theory that redefines preparedness as an integrated institutional capability rather than a set of separate readiness indicators. The approach also situates these factors within the Indian higher education setting and highlights how policy environments, institutional diversity and resource restrictions influence readiness outcomes. This study contributes to the burgeoning discourse on Industry 5.0 by giving a holistic view of the transition of higher education and setting a framework for future empirical research, policy formulation, and institutional strategy creation.
This systematic literature review examines how emerging technologies in higher education impact learning outcomes, foster entrepreneurial innovation, and advance Quality Education (SDG 4) and proposes an integrative theoretical framework that links digital transformation initiatives to educational outcomes, innovation, and sustainability goals.
Aisha Ansari, Haroon Bakari, Elaaf Awan et al.· Frontiers in Education· 0 citations
This study presents a Systematic Literature Review of peer-reviewed research published between 2019 and 2025, guided by PRISMA 2020 standards and employing Gioia, Corley and Hamilton (2013)'s thematic analysis framework.
Mostafa Hamadi, Umera Imtinan, Florence Mwagwabi et al.· ACM Transactions on Computin...· 0 citations
A conceptual framework is proposed that integrates technological capability with human adaptability as dual pillars of effective institutional transformation within Indian higher education institutions.
Amardeep Bajpai· International Journal of Adv...· 0 citations
The rapid transformation of the fashion industry, driven by digitalization and sustainability transitions, has increased the complexity of career pathways and competency demands for vocational graduates. However, a persistent mismatch remains between the skills developed in vocational education and those required by the industry. This study aims to systematically examine the career guidance needs of vocational high school students in fashion design education and their relation to industry readiness. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. The review included 20 peer-reviewed articles published between 2019 and 2026 and indexed in Scopus and Web of Science. This timeframe was selected to capture recent developments related to digital transformation and sustainability trends in vocational and fashion education. Data were analyzed using thematic synthesis to identify recurring themes, patterns, and research gaps. The findings indicate that career guidance needs extend beyond informational support, encompassing self-awareness, career decision-making skills, employability competencies, industry exposure, and opportunity creation. Among these, career adaptability and employability emerge as key factors associated with students’ readiness for the labor market. The review also reveals ongoing gaps in curriculum relevance, soft skills development, and alignment with industry practices. The study suggests that more effective career guidance in vocational fashion education involves integrating work-based learning, digital tools, industry partnerships, and entrepreneurial orientation. Rather than proposing a definitive model, this review highlights the need for a more integrated and competency-based approach to career guidance. These findings contribute to the ongoing discussion on strengthening the role of career guidance in enhancing industry readiness within vocational education contexts.
The swift evolution of industrial technologies necessitates that vocational high schools enhance the preparedness of their graduates for Industry 4.0, while also gearing up for Industry 5.0. However, there is a little comprehensive evidence on how teaching methods, the application of the Merdeka Curriculum, and the development of Industry 4.0 competencies work together to facilitate this transition in Indonesia. This systematic literature review consolidates findings on teaching methodologies, the incorporation of Industry 4.0 skills, and the challenges facing implementing teaching methodologies in vocational high schools. In accordance with PRISMA guidelines, 30 peer-reviewed articles published from 2021 to 2026 were selected from Scopus and Google Scholar by applying specific inclusion criteria. Data was collected manually using a structured form and analyzed with thematic synthesis. The results indicate that project-based learning, Teaching Factory, and technology-enhanced learning are the predominant pedagogical strategies that aid in the execution of the Merdeka Curriculum. These strategies consistently enhance competencies relating to technical skills, digital literacy, critical thinking, problem-solving, creativity, and collaboration; communication remains the least-developed skill. The review also highlights significant challenges faced in applying these pedagogical approaches; these challenges relate to teacher proficiency, curriculum adaptability, industry partnerships, and disparities in digital infrastructure. Ultimately, to prepare vocational education for Industry 5.0, a comprehensive transformation is needed that incorporates innovative teaching practices, responsive curricula, institutional development, and sustainable collaborations with industry to bolster workforce readiness.
Devin Heliana Pitaloka Sukis, Cica Yulia, Yusep Sukrawan et al.· International Journal of Lea...· 0 citations
The advent of Industry 4.0 has fundamentally transformed the global economic and technological landscape, demanding a workforce equipped with advanced digital, cognitive, and interpersonal skills. Traditional academic curricula, however, often lag behind these rapidly evolving industry requirements, resulting in a persistent skills gap among graduates. This paper explores the need to reimagine skill development by aligning academic curricula with Industry 4.0 competencies. It examines the core components of Industry 4.0, including automation, artificial intelligence, big data, and the Internet of Things, and their implications for higher education. The study adopts a conceptual and analytical approach, drawing insights from existing literature, policy frameworks, and industry reports. It identifies key gaps in current educational practices, such as outdated syllabi, lack of experiential learning, and insufficient industry-academia collaboration. The paper proposes a comprehensive framework for curriculum redesign that integrates technical skills, soft skills, and digital literacy through interdisciplinary learning, project-based pedagogy, and continuous curriculum updates. Furthermore, it emphasizes the role of stakeholders, including educational institutions, industry partners, and policymakers, in fostering a responsive and inclusive skill ecosystem. The findings highlight that a proactive transformation in education systems is essential to enhance employability, innovation, and economic growth. This study contributes to the discourse on future-ready education by offering practical strategies to bridge the gap between academic preparation and industry expectations in the era of Industry 4.0.
Dr. Bala Koteswari Mallu· Journal of Global Economics· 0 citations
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