BRIDGING THE INDUSTRY–ACADEMIA SKILL GAP IN INDIA:A STUDY IN THE CONTEXT OF AI, EMPLOYABILITY, AND WORK-INTEGRATED LEARNING
DOI: 
SHARE THIS ARTICLE
DOWNLOAD ARTICLE
REVIEW REPORT
CITE THIS ARTICLE
The ever-increasing skill gap between the curricula taught in academic institutions and the industry's expectations continues to be one of the biggest challenges faced by the higher education sector in India. With the rapid advancement of artificial intelligence (AI) and digital technologies, the nature of jobs is changing rapidly, yet the current crop of students entering the workforce appears to be ill-equipped to meet the challenges of the new world of work. In this paper, the structural factors contributing to the industry–academia divide in India will be presented, along with the implications of AI skill requirements and the efficacy of Work-Integrated Learning (WIL) as a means to bridge the industry–academia divide. The paper will be based on the results obtained using a mixed-methods approach, including the analysis of literature published over the period 2020-2025, secondary research based on national skill surveys, and thematic analysis of industry and government reports. The paper also proposes a multi-stakeholder model for the reform of higher education in India, including the development of adaptive curricula, AI literacy, and the implementation of WIL, including apprenticeships, internships, and project-based learning. The study found that the efficacy of Work-Integrated Learning, coupled with the development of AI infrastructure, can greatly reduce the skill gap.
Keywords
Article Information
Article Metrics
HOW TO CITE
Copy
Singh, A. (2026). Bridging the Industry–Academia Skill Gap in India:A Study in the Context of AI, Employability, and Work-Integrated Learning. International Journal of Science, Strategic Management and Technology, 02(04). https://doi.org/10.55041/ijsmt.v2i4.011
Singh, Abhilasha. "Bridging the Industry–Academia Skill Gap in India:A Study in the Context of AI, Employability, and Work-Integrated Learning." International Journal of Science, Strategic Management and Technology, vol. 02, no. 04, 2026, pp. . doi:https://doi.org/10.55041/ijsmt.v2i4.011.
Singh, Abhilasha. "Bridging the Industry–Academia Skill Gap in India:A Study in the Context of AI, Employability, and Work-Integrated Learning." International Journal of Science, Strategic Management and Technology 02, no. 04 (2026). https://doi.org/https://doi.org/10.55041/ijsmt.v2i4.011.
References
2.Carnegie Endowment for International Peace. (2025). The Missing Pieces in India’s AI Puzzle: Talent, Data, and R&D. Carnegie Endowment.
3.Deloitte India & NASSCOM. (2024). Advancing India’s AI Skills: Interventions and Programmes Needed. Deloitte India.
4.Ferns, S., & Arsenault, C. (2023). Accreditation and quality in work-integrated learning: An international comparison. In K. E. Zegwaard & T. J. Pretti (Eds.), The Routledge International Handbook of Work-Integrated Learning (3rd ed., pp. 361–380). Routledge.
5.Government of India. (2020). National Education Policy 2020. Ministry of Education.
6.Government of India. (2024). IndiaAI Mission: Cabinet Approval and Programme Overview. Ministry of Electronics and Information Technology (MeitY).
7.Government of India. (2022). AICTE Mandatory Internship Policy for Engineering Students. All India Council for Technical Education.
8.International Research Journal of Modernization in Engineering Technology and Science (IRJMETS). (2024). India’s National Education Policy (NEP) 2020: Implementation and Experiential Learning. IRJMETS, 6(7).
9.Jackson, D. (2024). Work-integrated learning and graduate employability across diverse regional contexts. In S. J. Ferns, A. D. Rowe, & K. E. Zegwaard (Eds.), Advances in Research, Theory and Practice in Work-Integrated Learning. Routledge.
10.Kenan Institute of Private Enterprise. (2024). Artificial Intelligence and the Skills Gap. Frank Hawkins Kenan Institute, University of North Carolina.
Ethics and Compliance
Indexed In
Similar Articles
Previous Article
