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Education Sciences
Special Issues
Bridging the Gap: Higher Education, Skills, and Graduate Employability
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Bridging the Gap: Higher Education, Skills, and Graduate Employability

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: 31 August 2026 | Viewed by 9575

Editors

Dr. Alice Bertoletti

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Guest Editor
Joint Research Centre (JRC), European Commission, 41092 Seville, Spain
Interests: economics of education; higher education output; graduate employability
Dr. Mara Soncin

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Guest Editor
Department of Management Engineering, Economics and Industrial Engineering, Politecnico di Milano, 20132 Milan, Italy
Interests: economics of education; statistics of education; digital learning
Dr. Melisa Lucia Diaz Lema

E-Mail Website
Guest Editor
Department of Management Engineering, Economics and Industrial Engineering, Politecnico di Milano, 20132 Milan, Italy
Interests: economics of education; statistics of education; cultural economics

Special Issue Information

Dear Colleagues,

Universities contribute to economic and social progress through several channels, including the expansion of human capital, the promotion of innovation, and their wider third-mission activities (Martin et al., 2011). As primary producers of skilled labour (Valero and Van Reenen, 2019), their role has become increasingly significant in Europe, where the demand for highly qualified workers continues to rise, alongside a sustained shift towards advanced qualifications (European Commission, 2017). Consequently, graduate employability has become a central policy and research priority. Contemporary debates emphasise the need to move beyond salary-based measures to address issues of skill alignment and skill shortages, which have substantial implications for productivity and innovation (Brunello and Wruuck, 2021).

The aim of this Special Issue is to advance scholarly understanding of the challenges and opportunities facing higher education in relation to graduate employability, skills development, and broader educational outcomes. We seek to examine how universities can better align with labour-market needs, respond to emerging skill shortages, and reinforce their overall educational and economic impact.

We welcome articles aligning with the following topics:

  • Graduate employability from cross-country and national perspectives.
  • Analysis of graduate skills and their integration into university curricula.
  • Broader outcomes of higher education, including innovation, entrepreneurship, and lifelong learning.

References:

  • Brunello, G., & Wruuck, P. (2021). Skill shortages and skill mismatch: A review of the literature. Journal of Economic Surveys, 35(4), 1145-1167.
  • European Commission. (2017). Communication on a renewed EU agenda for higher education. Retrieved from https://eur lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52017DC0247.
  • Martin, M., Sauvageot, C., & Tchatchoua, B. (2011). Constructing an Indicator System or Scorecard for Higher Education: A Pratical Guide. Paris: International Institute for Educational Planning.
  • Valero, A., & Van Reenen, J. (2019). The economic impact of universities: Evidence from across the globe. Economics of education review, 68, 53-67.

Dr. Alice Bertoletti
Dr. Mara Soncin
Dr. Melisa Lucia Diaz Lema
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • graduate employability
  • skills development
  • higher education outcomes
  • skill shortages
  • human capital
  • labour-market alignment
  • curriculum design
  • skills analysis

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Published Papers (5 papers)

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31 pages, 2552 KB  
Article
Bridging the Education–Employment Gap: Linking Labour Market Needs with University Programmes Through AI-Assisted Insights and Micro-Credentials
by Inga Jēkabsone, Līga Kamola, Anita Līce, Evija Liepa-Hazeleja, Zane Čulkstēna, Krista Kraupša and Līva Bileskalne
Educ. Sci. 2026, 16(7), 1156; https://doi.org/10.3390/educsci16071156 - 19 Jul 2026
Viewed by 349
Abstract
This study explores how artificial intelligence (AI)-driven labour market analytics can support the alignment of university curricula with emerging skill demands and inform the development of targeted micro-credentials. A mixed-methods approach was applied, combining AI-assisted analysis of approximately 30,000 online job advertisements in [...] Read more.
This study explores how artificial intelligence (AI)-driven labour market analytics can support the alignment of university curricula with emerging skill demands and inform the development of targeted micro-credentials. A mixed-methods approach was applied, combining AI-assisted analysis of approximately 30,000 online job advertisements in Latvia with ESCO-based skill mapping, curriculum analysis, and expert interviews. The study develops and validates a three-layer analytical framework integrating labour market demand, professional standards, and programme learning outcomes. Three occupations—Personnel Specialist, Finance Manager, and Organisation Manager—were analysed at Riga Technical University as proof-of-concept cases. The findings demonstrate that strict one-to-one ESCO matching overestimates curriculum gaps because labour market and educational actors often describe competencies at different levels of abstraction. Composite matching significantly improves alignment estimates by identifying functionally equivalent competencies embedded across curricula. Nevertheless, the analysis reveals a persistent under-representation of digital competencies across all programmes, confirmed by industry experts. Interviews further identify a “pedagogical transfer gap”, where formally acquired competencies are insufficiently applied in practice, and highlight employer support for high-quality micro-credentials focused on technical upskilling. The study contributes an AI-assisted curriculum-monitoring framework that combines large-scale skill extraction, semantic alignment, and stakeholder validation, offering universities a practical tool for evidence-based curriculum renewal and lifelong learning development. Full article
(This article belongs to the Special Issue Bridging the Gap: Higher Education, Skills, and Graduate Employability)
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24 pages, 540 KB  
Article
University Graduates and New Green-Tech-Based Entrepreneurship: Evidence from Italian Regions
by Francesco Lelli, Alice Bertoletti and Federico Colozza
Educ. Sci. 2026, 16(6), 945; https://doi.org/10.3390/educsci16060945 - 15 Jun 2026
Viewed by 420
Abstract
Universities serve as catalysts for knowledge creation across territories, promoting innovation and economic development through different channels. This paper investigates the role of university graduates as a location determinant of new green-tech-based firms (NGTBFs) across Italian NUTS-3 regions over the period 2011–2017. We [...] Read more.
Universities serve as catalysts for knowledge creation across territories, promoting innovation and economic development through different channels. This paper investigates the role of university graduates as a location determinant of new green-tech-based firms (NGTBFs) across Italian NUTS-3 regions over the period 2011–2017. We examine whether universities, as providers of high-skilled human capital, affect the spatial distribution of new green ventures. Adopting a patent-based definition of NGTBFs and an econometric framework accounting for regional heterogeneity, we analyse the impact of university graduates on green firm creation. The results show that higher education fosters green entrepreneurship primarily through the channel of producing doctoral and STEM-oriented graduates, who serve as key drivers of NGTBF formation. Interestingly, the analysis reveals marked spatial heterogeneity across Italy’s North–South divide, with stronger associations of PhD and STEM graduates in Southern regions, where specialised human capital appears to compensate for weaker innovation systems. These findings deliver clear policy implications, suggesting that strategies aimed at promoting green entrepreneurship should prioritise advanced, STEM-oriented human capital and explicitly account for regional contexts, rather than relying on uniform higher education expansion approaches. Full article
(This article belongs to the Special Issue Bridging the Gap: Higher Education, Skills, and Graduate Employability)
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23 pages, 1801 KB  
Article
Bridging Communication Studies and Employability: ESCO-Based Curriculum Mapping and Job-Vacancy Skill Signals
by Marina-Paola Ojan, Pablo Lara-Navarra and Sandra Sanz-Martos
Educ. Sci. 2026, 16(4), 606; https://doi.org/10.3390/educsci16040606 - 10 Apr 2026
Cited by 1 | Viewed by 1006
Abstract
Universities are increasingly expected to bridge the gap between higher education, skills development, and graduate employability, yet evidence-based approaches to curriculum–labour market alignment remain limited in Communication Studies. This study examines which ESCO-mapped occupational profiles and transversal competencies are represented in official curricula [...] Read more.
Universities are increasingly expected to bridge the gap between higher education, skills development, and graduate employability, yet evidence-based approaches to curriculum–labour market alignment remain limited in Communication Studies. This study examines which ESCO-mapped occupational profiles and transversal competencies are represented in official curricula of leading Spanish Communication programmes (RQ1), how demand for communication-related occupations evolved in Spain over 2018–2023 (RQ2), and where the most salient alignment gaps emerge to inform curriculum redesign (RQ3). We used an explanatory sequential mixed-methods design combining documentary analysis of programme verification reports and national disciplinary documentation, an ESCO-based mapping of curricular profiles, and labour-market intelligence from 2,701,503 job postings (2018–2023) mapped to ESCO to analyse demand dynamics, volatility, and skill patterns. Results show strong curricular convergence around a shared core of ESCO profiles (71.8% of identified codes shared across institutions) alongside institution-specific specialisations (28.2%). Labour demand fluctuated markedly across the period and exhibited heterogeneous volatility by occupation, and transversal competency patterns differed significantly across professional groupings, supporting segment-specific interpretations of alignment and mismatch. Overall, ESCO combined with job-posting analytics provides a replicable framework for continuous curriculum calibration and employability-oriented programme redesign, particularly for hybrid profiles that integrate technical, analytical, relational, and ethically grounded capabilities. Full article
(This article belongs to the Special Issue Bridging the Gap: Higher Education, Skills, and Graduate Employability)
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21 pages, 581 KB  
Systematic Review
Experiences, Perspectives, and Perceptions Regarding Employability in Higher Education in Chile: A Systematic Review (2000–2025)
by Thierry Amigo-López, Sebastián Silva-Alcaino and Diana Rojas-Gomez
Educ. Sci. 2026, 16(5), 795; https://doi.org/10.3390/educsci16050795 - 19 May 2026
Viewed by 541
Abstract
Graduate employability is a key concern for policymakers and universities worldwide. In Chile, most research has focused on labour market outcomes, with less emphasis on students’ and graduates’ experiences and perceptions of employability during and after their studies. This article presents a systematic [...] Read more.
Graduate employability is a key concern for policymakers and universities worldwide. In Chile, most research has focused on labour market outcomes, with less emphasis on students’ and graduates’ experiences and perceptions of employability during and after their studies. This article presents a systematic review of empirical studies on employability in Chilean higher education published between 2000 and 2025. The review used the PRISMA 2020 framework to systematically search four academic databases: Scopus, Web of Science, SciELO, and ERIH Plus. The initial search identified 445 records. After applying inclusion and eligibility criteria, fourteen empirical studies were selected for the final analysis. These studies were then examined using thematic content analysis. The findings show a significant increase in employability studies since 2019 and a shift toward qualitative methodologies. The literature mainly addresses four analytical dimensions: (1) education-to-work transitions and career trajectories; (2) employability resources, such as skills, credentials, and social capital; (3) institutional strategies to foster employability; and (4) structural inequalities related to gender, social origin, and institutional selectivity. The findings suggest that graduate employability in Chile is shaped by the interaction between individual resources, institutional practices, and labour market structures within a highly segmented higher education system. Additionally, the review notes a lack of longitudinal research and calls for comparative studies and institutional policies to address structural inequalities. This article contributes by advocating a relational approach to employability that links individual capital, institutional habitus, and labour market structures. Full article
(This article belongs to the Special Issue Bridging the Gap: Higher Education, Skills, and Graduate Employability)
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26 pages, 843 KB  
Systematic Review
Preparing University Graduates for the Labour Market Through Employability Skills Development and University–Industry Collaboration: A Systematic Review
by Dimitrios Vlachopoulos and Olga Pachni Tsitiridou
Educ. Sci. 2026, 16(3), 426; https://doi.org/10.3390/educsci16030426 - 11 Mar 2026
Cited by 4 | Viewed by 6170
Abstract
Graduate employability has become a central concern for higher education institutions as labour markets undergo rapid transformation driven by digitalisation, technological change, and evolving organisational practices. Universities are increasingly expected to equip graduates with a broad range of employability skills and to collaborate [...] Read more.
Graduate employability has become a central concern for higher education institutions as labour markets undergo rapid transformation driven by digitalisation, technological change, and evolving organisational practices. Universities are increasingly expected to equip graduates with a broad range of employability skills and to collaborate with industry to enhance labour market readiness. However, existing research on employability skills development and university-industry collaboration remains fragmented across disciplines, contexts, and stakeholder perspectives. This systematic review synthesises evidence on how universities prepare their graduates for the labour market through employability skills development and university-industry collaboration. Following PRISMA guidelines, 84 journal articles and conference papers published between 2015 and 2025 were identified through a systematic search of the Scopus database and analysed thematically. The findings reveal that graduate employability is conceptualised as a multidimensional and context-dependent construct encompassing discipline-specific, transversal, digital, career management, and professional disposition-related skills. Employability skills development is most strongly supported through pedagogical approaches that emphasise authentic engagement with professional contexts, including work-integrated learning, project- and challenge-based learning, and technology-mediated collaboration. Reported outcomes extend beyond immediate employment metrics to include enhanced confidence, skills acquisition, employability awareness, curriculum relevance, and organisational learning. However, the effectiveness and sustainability of these initiatives are shaped by structural and institutional conditions, including policy frameworks, resourcing, partnership coordination, and equity of access. The review contributes an integrative synthesis that connects employability skills, pedagogical design, and university-industry collaboration, and outlines implications for policy, educational practice, and future research. Full article
(This article belongs to the Special Issue Bridging the Gap: Higher Education, Skills, and Graduate Employability)
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