ENHANCING EMPLOYABILITY THROUGH CURRICULUM INNOVATION: SECONDARY EVIDENCE ON STUDENT UPSKILLING AND RESKILLING PERCEPTIONS

Abstract

In today’s rapidly evolving job market, employability is no longer defined solely by academic qualifications but by the ability to continuously adapt, upskill, and reskill. The growing gap between traditional curricula and industry expectations has compelled higher education institutions to rethink their academic frameworks. This secondary research paper explores how curriculum innovation enhances employability by analysing existing literature, reports, and empirical studies on students’ perceptions of upskilling and reskilling initiatives.

Drawing upon scholarly articles, policy documents, and industry reports, the study synthesizes evidence on how students perceive the relevance, effectiveness, and practical applicability of competency-based and skill-oriented learning models. The findings indicate that students increasingly value experiential learning, interdisciplinary approaches, digital competencies, and industry-integrated programs. However, secondary evidence also highlights concerns regarding curriculum rigidity, limited practical exposure, and unequal access to quality upskilling opportunities.