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Every year, World Youth Skills Day shines a spotlight on the skills that young people need to succeed in the modern workforce. But this year鈥檚 theme, 鈥淪kills for a Shared Future鈥�, feels particularly relevant at a time when artificial intelligence is reshaping industries, while employers are completely rethinking hiring and traditional career paths are becoming less predictable.

For many decades, a university degree was seen as one of the safest routes into a successful career. But now, as workplaces are evolving faster than ever before, a challenging problem is coming to light. That is, it seems as though there may be a gap between what universities are teaching students and the skills employers actually need.

The answer, according to many business leaders and employability experts, is rather complicated.

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The Skills Gap Isn鈥檛 Necessarily Only About Knowledge

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Few people are arguing that universities have stopped teaching valuable knowledge 鈥� that鈥檚 not the point in this discussion. Degrees still provide subject expertise, research skills and intellectual rigour that can provide an incredible amount of value in a plethora of different ways and contexts. Thus, the issue here is whether knowledge alone is enough.

Professor Tim Jones, Future of Work and Employability Expert at BPP, believes employers are increasingly looking beyond academic achievement. According to Professor Jones, 鈥渦niversities have traditionally placed greater emphasis on knowledge, but employers increasingly want to see how well students can apply that knowledge in practical settings.鈥�

As AI continues to automate routine tasks and make information more accessible, many employers appear to be placing greater value on qualities that are harder to replicate through technology. Communication, adaptability, problem-solving and resilience are repeatedly emerging as priorities across sectors.

Naomi Regan and Lynsey Kitching, authors of 鈥淏eyond Small Talk鈥�, argue that while technical expertise remains important, more and more often, it鈥檚 human capabilities that end up differentiating candidates in the workplace.

According to them, employers are looking for graduates who can build relationships, exercise judgement and navigate ambiguity 鈥� they need to be able to do this alongside possessing strong technical knowledge.

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AI Is Changing What Employers Expect

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One theme appeared consistently across almost every expert response received, and it wasn鈥檛 altogether surprising. That is, AI is changing the skills landscape.

According to Zemina Hasham, Chief Customer Experience Officer at Turnitin, organisations are increasingly seeking graduates who can use AI tools responsibly and effectively from day one. But, while this is becoming incredibly clear, many students are still leaving university with limited practical experience of how these technologies are used in real business environments.

And it鈥檚 very unlikely that this challenge is going to disappear. In fact, if anything, it may become even more pronounced.

As AI capabilities continue to improve, employers may place less emphasis on memorising information and more emphasis on understanding how to evaluate, challenge and work alongside AI-generated outputs.

Frank Jaquez, Head of Talent and Culture at Skillsoft, believes this distinction will become increasingly important. According to Jaquez, 鈥測oung people entering the workforce need to know not just how to use AI, but when to challenge its outputs, how to apply their own knowledge and where their perspective adds value that a model cannot.鈥�

In many ways, the future workplace may reward people who know how to work with AI rather than merely compete against it.

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Are We Expecting Too Much From Universities?

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At the same time, some experts argue that universities are being expected to solve problems that extend far beyond education. After all, they can鈥檛 possibly do everything.

Ann Francke, OBE and Chief Executive of CMI, believes that the conversation shouldn鈥檛 focus solely on whether young people are prepared for work: 鈥渨e鈥檝e spent years asking whether young people are ready for work. It鈥檚 time we started asking whether work is ready for young people.鈥�

And it鈥檚 a fair point. Employers frequently call for graduates with practical experience, commercial awareness and workplace confidence, but many entry-level opportunities have become increasingly competitive. Businesses often want work-ready employees, but developing talent has traditionally required investment, training and mentorship.

Victoria Knight, Chief People Officer at Node4, argues that employers must take greater responsibility for helping young people develop once they enter the workforce, rather than expecting them to arrive as the finished product. It鈥檚 the age-old issue of jobs requiring X number of years experience, while nobody is willing to give it to them.

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Degrees, Apprenticeships Or Something Else?

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The debate has also reignited questions about whether university should remain the default option for school leavers. Or, should we be enouraging young people to purse alternative paths?

Several experts highlighted the growing importance of apprenticeships, vocational training and alternative pathways into employment. According to Clive Holland, presenter of Fix Radio, many young people are reconsidering traditional academic routes as concerns grow about automation and long-term job security.

Meanwhile, Nishi Patel, Managing Director at N-Accounting, argues that for some careers, gaining workplace experience earlier may offer advantages that simply cannot be replicated in a classroom.

But, this doesn鈥檛 necessarily mean degrees are becoming irrelevant. Rather, the future may involve a more diverse range of pathways into skilled careers, and on top of that, what counts as a 鈥渟killed career鈥� may also be changing.

For industries facing acute talent shortages 鈥� like cybersecurity, for instance 鈥� alternative routes may become particularly important. Kara Sprague, CEO of HackerOne, points to security research as a way for young people to demonstrate capability regardless of their academic background, suggesting that skills and proven ability may increasingly outweigh traditional credentials.

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The Future May Belong To Learners Who Are Most Adaptable听

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If there鈥檚 one area of consensus among the experts, it鈥檚 that the future of work will demand adaptability.

According to Naomi Owusu, CEO and Co-Founder of Tickaroo, the pace of change in the workplace is now outstripping the pace of change in traditional education. New technologies, emerging industries and evolving business models mean that many of tomorrow鈥檚 jobs may not even exist today.

That makes it difficult for universities to prepare students for specific roles. How can anyone prepare for a job that does even exist? Instead, they may need to focus on preparing them for continuous learning.

The question, then, may not be whether universities are teaching the wrong skills. Rather, it may be whether any institution can actually fully prepare students for a workplace that is constantly changing.

As World Youth Skills Day 2026 highlights, the skills needed for the future are likely to be a blend of technical expertise, digital fluency and distinctly human qualities 鈥� it鈥檚 a combination of things, not just one. Universities will, undoubtedly, play a major role in developing those capabilities, but employers, governments and industry leaders may need to share more of the responsibility.

Because in an AI-driven economy, the most valuable skill of all could be the ability to keep learning long after graduation.

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Our Experts

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• 窜别尘颈苍补鈥疕补蝉丑补尘: Chief Customer Experience Officer at Turnitin
• Chris Cochrane: Co-Founder and Chief Strategy Officer, Plug Media
• Professor Tim Jones: Future of Work and Employability Expert at BPP
• Ritika Wadhwa: Founder of Prabhaav Global
• Naomi Regan and Lynsey Kitching:听Authors of 鈥淏eyond Small Talk鈥�
• Victoria Knight: Chief People Officer at Node4
• Paraic O鈥橪ochlainn: VP at eMaint
• Kara Sprague: CEO at HackerOne
• Naomi Owusu: CEO and Co-Founder of Tickaroo
• Nishi Patel: Managing Director at N-Accounting
• Keith Griffiths: Founder and CEO of The Entrepreneur Festival
• Clive Holland: Presenter of Fix Radio
• Jana Zdravecka: Executive Director at INFINOX
• Rahim Hirji: Author of 鈥淪uperSkills: The Seven Human Skills for the Age of AI鈥�
• Sheila Flavell: CBE and COO of FDM Group
• Frank Jaquez: Head of Talent and Culture at Skillsoft
• Ann Francke: OBE, Chief Executive at CMI
• Mai Anh Do: Founder and CEO of MAAS EdTech

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Zemina鈥疕asham, Chief Customer Experience Officer at Turnitin

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鈥淭here鈥檚 a growing disconnect between university training and workplace expectations. As AI becomes central to business success and long-term competitiveness, UK organisations are increasingly seeking new hires who can use these tools thoughtfully and safely from day one.

鈥淗owever, many graduates are still leaving university with limited practical experience using AI tools or understanding their operational impact. Universities have a crucial role to play in preparing students to use AI responsibly and effectively, both in academic and professional settings.

鈥淏y embedding AI learning into the student experience and helping students develop ethical judgement, critical thinking and responsible AI use, institutions can produce graduates who are ready to make an immediate impact in an AI-driven workplace.鈥�

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Chris Cochrane,听Co-Founder and Chief Strategy Officer, Plug Media

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鈥淲e鈥檝e confused qualifications with potential for too long. Some of the best people I鈥檝e worked with, and several members of our leadership team, myself included, didn鈥檛 go to university. Equally, I鈥檝e hired exceptional graduates. The point is that neither route guarantees success.鈥�

鈥淭he current job market is evolving exponentially. What鈥檚 valuable are the qualities that are much harder to teach: curiosity, adaptability, resilience, commercial awareness, communication and a genuine appetite to keep learning.
We鈥檝e decided to commit to the next generation. We鈥檝e broadened our recruitment beyond graduates because we believe talent can come from anywhere.

鈥淎longside sponsoring an inner-city youth rugby programme and the GB Under-18 water polo squad, members of our team mentor young players to help them prepare for the workplace and build confidence for their future careers. Businesses can鈥檛 simply talk about skills gaps; we have a responsibility to help develop the next generation of talent.鈥�

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Professor Tim Jones, Future of Work and Employability Expert at BPP

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鈥淯niversities have traditionally placed greater emphasis on knowledge, but employers increasingly want to see how well students can apply that knowledge in practical settings. Graduates need a combination of core and emerging skills to be truly work-ready, and opportunities to put those skills into practice help build the confidence and self-awareness needed to demonstrate their value to employers.

鈥淐ommunication, problem-solving, resilience and adaptability are essential foundational skills, but digital confidence and AI literacy are increasingly important. AI won鈥檛 remove the need for graduates, but it is changing the skills employers expect from them. Those who can use it effectively alongside soft skills will have a clear advantage.

鈥淲ith career paths becoming less linear and new roles emerging all the time, education should prepare people for careers, not just qualifications. That means equipping them with the transferable skills and adaptability needed to succeed across multiple roles throughout their careers.鈥�

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Ritika Wadhwa, Founder of Prabhaav Global听

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鈥淯niversities do a great job of preparing students with technical knowledge, but increasingly that鈥檚 only part of what employers are looking for. Today鈥檚 graduates are entering workplaces shaped by AI, global collaboration, hybrid working and rapidly changing teams. Success depends not just on what you know, but on how well you work with people who think, communicate and solve problems differently.

鈥淭hat鈥檚 why I believe Cultural Intelligence (CQ) should become a core employability skill that universities teach. CQ is the ability to adapt, build trust and navigate complexity across different perspectives, cultures and ways of working. These aren鈥檛 鈥榮oft skills鈥�, they鈥檙e business-critical capabilities that help people collaborate, innovate and lead.

鈥淒egrees will always matter, but in a world where knowledge is increasingly accessible, it鈥檚 the ability to navigate complexity and work effectively with others that will set graduates apart.鈥�

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Ann Francke, OBE, Chief Executive at CMI

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鈥淲e鈥檝e spent years asking whether young people are ready for work. It鈥檚 time we started asking whether work is ready for young people. Too many young people are leaving education with ambition, talent and potential, only to discover they haven鈥檛 been prepared for the realities of the workplace, and that the managers responsible for supporting them haven鈥檛 been equipped either.

鈥淚f we want to tackle youth unemployment, improve productivity and build the next generation of leaders, we need to stop treating workplace readiness as somebody else鈥檚 problem. Government, educators and employers all have a part to play.鈥�

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Naomi Regan and Lynsey Kitching, Authors of 鈥淏eyond Small Talk鈥�

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鈥淯niversities are designed to develop academic knowledge and subject expertise. The challenge is employers need something more. As AI changes how we work and makes information more accessible, it鈥檚 the distinctively human capabilities that are becoming the real differentiator.

鈥淓mployers still need graduates with strong technical knowledge, but they鈥檙e also looking for people who can communicate clearly, build relationships, make good judgements, collaborate effectively and navigate ambiguity. Knowledge might get you the interview. It鈥檚 your judgement, communication and ability to work with others that increasingly determines how far you go.

鈥淭he challenge isn鈥檛 that young people lack potential. It鈥檚 that many haven鈥檛 had enough opportunity to practice these behaviours in realistic workplace situations. Preparing students for work isn鈥檛 just about what they know. It鈥檚 about creating opportunities for the conversations, experiences and reflection that help students build confidence, exercise judgement and develop the professional credibility employers are looking for.鈥�

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Victoria Knight, Chief People Officer at Node4

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鈥淏eing job-ready no longer means entering the workforce with every technical skill already mastered. AI is changing roles faster than education can keep pace, so it isn鈥檛 realistic for employers to expect young people to arrive as the finished product. Instead, we have to look for critical thinking, adaptability, and sound judgement. These are the foundational capabilities that set high performers apart, enabling them to embrace change and continue adding value throughout their careers.

鈥淏ut hiring potential also means committing to developing it. Employers need to provide the structured pathways that help young people build the skills to thrive at work. Crucially, this shouldn鈥檛 come from one-off, static training programmes, but continuous, embedded learning that links directly to real roles and outcomes. Coaching, peer learning, and on-the-job experience help people build capability in real-world environments. That鈥檚 the philosophy behind the Node4 Academy, our early careers programme, where graduates are given structured learning, mentoring and practical experience from day one, helping them build the skills and confidence to grow with the business.鈥�

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Paraic O鈥橪ochlainn, VP at eMaint, a Fluke Corporation Brand

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鈥淲e need to be aware of what the workplace now asks of young people. The first rung of the career ladder is not disappearing, but it is definitely changing. Increasing AI implementation, along with shifting business priorities, means technical skills matter more than ever. Yet the answer cannot be to expect young people to arrive fluent in every new tool and already possessing the knowledge that can only come from years of experience.

鈥淭oo often, employers recruit for experience rather than potential and then wonder why the talent pipeline is shrinking. Young people cannot build experience unless they are first given the opportunity. That鈥檚 why partnerships between industry and education, along with apprenticeships and structured workplace development, remain essential.鈥�

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Kara Sprague, CEO, HackerOne

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鈥淭he world is short more than four million cybersecurity professionals, and the gap is widening faster than any university program can close it. We keep talking about that number as a hiring problem. It is really a talent-access problem. The people who could close it are already out there. Most of them just don鈥檛 have a door.

鈥淪ecurity research is the door. A 19-year-old in Lagos, Manila, or Buenos Aires can learn to find a real vulnerability in a real system, get it fixed, and get paid for the work, without a security clearance, a computer-science degree, or a plane ticket. The skill is learnable. The proof is public. And the pay is based on what you find, not who you know.鈥�

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Naomi Owusu, CEO and Co-Founder of Tickaroo

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鈥淭he challenge isn鈥檛 that universities are teaching the wrong things, but that the pace of change in the workplace is outstripping traditional education. Employers increasingly value adaptability, digital fluency and the ability to work confidently with emerging technologies alongside strong communication and critical thinking skills. Journalism is a clear example.

鈥淥ur 2025 Future of Journalism Report found that while students felt well prepared in writing and research, they felt significantly less prepared in AI, live reporting, digital tools and analytics. The solution isn鈥檛 to replace core academic teaching, but to complement it with closer collaboration between education and industry, giving students more opportunities to apply their skills in real-world environments before they enter the workforce.鈥�

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Nishi Patel, Managing Director at N-Accounting

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鈥淢ost students underestimate the hidden sacrifice they make by going to university, which is that the ages of 18 鈥� 20 are their prime years to enter the workforce, because employers can pay a lower minimum wage and also save on employers national insurance. With this in mind a university graduate is automatically going to cost a business approximately 拢6,000 a year more then the school leaver alternative so there would have to be a significant advantage in hiring a graduate to make the maths work.

鈥淢any businesses these days are heavily software and AI dependant, which means that the traditional value a graduate would provide by bringing a broader industry knowledge and research ability is less sought after. The biggest challenge with going to university is that it is not the best place to learn the most important skill in business, which is consistently showing up and building a healthy and productive personal and professional routine.

鈥淢y opinion is that if a chosen career demands that they have a degree then absolutely get one, but if there is a vocational or job based alternative then that is the best option for a young person seeking to get on the career ladder. They can always then go to university later when they have a better understanding of the industry and the gaps in their knowledge.鈥�

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Keith Griffiths, Founder and CEO of The Entrepreneur Festival

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鈥淯nder this year鈥檚 theme, 鈥楽kills for a shared future鈥�, we need to broaden the conversation beyond preparing young people for traditional employment. We should also be equipping them with entrepreneurial skills such as resilience, creativity, problem-solving and commercial confidence. These are the capabilities that create businesses, generate jobs and drive economic growth.

鈥淚f we鈥檙e serious about reducing the number of young people not in employment, education or training, we need to celebrate entrepreneurship as much as traditional employment.

鈥淕overnment has an important role to play, but experienced founders do too. We need more entrepreneurs sharing their knowledge, mentoring the next generation and showing that building a business 鈥� whether it鈥檚 from a market stall or a tech start-up 鈥� is a legitimate and exciting route to a successful career, which also returns value to UK PLC.鈥�

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Clive Holland, Presenter of Fix Radio

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鈥淯niversities still have an important role, but the job market is changing faster than many traditional academic routes can keep pace with. AI is reshaping how young people think about job security, particularly as more office-based roles become exposed to automation.

鈥淐onstruction and the skilled trades offer a different kind of resilience because they depend on practical ability, judgement and experience that cannot easily be replaced by technology. Fix Radio鈥檚 Corporate to Carpentry data found that 39% of people would have preferred to complete an apprenticeship if they could choose their academic pathway again.

鈥淗owever, attracting more young people into vocational careers is only the first step. A good apprenticeship is not simply a qualification; it is a working relationship. Employers must be properly equipped to mentor apprentices, set expectations and give them the practical support needed to build lasting, employable skills.鈥�

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Jana Zdravecka, Executive Director at INFINOX

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鈥淯niversities still provide young people with valuable knowledge, discipline and intellectual confidence, but many graduates arrive in the workplace without enough experience of how businesses actually operate. Employers increasingly need people who can communicate clearly, exercise judgement, adapt quickly and take responsibility for their work. Those capabilities are difficult to develop through lectures and exams alone.

鈥淭he answer is not to dismiss degrees as irrelevant. Universities need stronger links with employers, more practical projects and greater exposure to real working environments. Businesses also have a responsibility to invest in entry-level training rather than expecting graduates to arrive fully formed.

鈥淭echnical skills will continue to change, particularly as AI reshapes many junior roles. The most useful preparation we can give young people is a combination of relevant knowledge, commercial awareness and the confidence to keep learning throughout their careers.鈥�

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Rahim Hirji, Author of 鈥淪uperSkills: The Seven Human Skills for the Age of AI鈥�

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鈥淯niversities are still preparing students for a job market that has already moved on. The obvious reflex is to add more tools and technical training, but those age within a couple of years, as has been proven by an ever decreasing half-life of skills. What lasts, and what employers keep asking for, are the human capabilities that sit underneath: curiosity, judgement, adaptability, the instinct to ask a sharper question.

鈥淭he harder problem sits outside the university gates. The entry level work graduates used to learn on things like the rough first drafts, the basic analysis, the junior tasks that slowly turn a degree into judgement, is being automated away.

鈥淲e are removing the bottom rungs of the ladder, then wondering why young people cannot climb it. The workplace itself has stopped teaching, and no curriculum can make up for that.鈥�

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Sheila Flavell, CBE and COO of FDM Group听

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鈥淭he UK has battled a serious digital skills shortage over the last few years, but the challenge has now pivoted to an underutilisation of skills. A generation of highly skilled graduates are being put into roles that are grossly mismatched to their potential. This underemployment is causing both personal frustrations, as well as impacting long-term business growth.鈥�

鈥淭here is a fundamental misalignment between what universities teach and the skills employers need on day one. Until we close that gap and give young people access to practical, industry-ready training, we鈥檒l continue to see talented graduates locked out of the careers they鈥檝e trained for.鈥�

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Frank Jaquez, Head of Talent and Culture at Skillsoft 听

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鈥淵oung people entering the workforce need to know not just how to use AI, but when to challenge its outputs, how to apply their own knowledge, and where their perspective adds value that a model cannot. At the same time, young people are building careers in a rapidly evolving and tight labour market, with one in eight 16 to 24 year olds currently not in employment, education or training.

鈥淎s AI accelerates change, the challenge is no longer simply learning new technical skills but continually developing both the technical capabilities and human strengths that drive performance. Employers have a real role to play here 鈥� strengthening the skills supply chain by giving young people clear pathways, honest conversations about how AI may reshape their roles, and stretch opportunities to build capability. Growth doesn鈥檛 always look like a promotion; sometimes it looks like a new project, a harder problem, or a skill that opens the next door.鈥�

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Mai Anh Do, Founder and CEO of MAAS EdTech

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鈥淵es and no. Universities still teach the durable skills employers value most: structured reasoning, evidence-based writing, and the discipline to work through a complex problem independently. The real gap is transfer. Students often cannot yet connect those academic skills to a workplace deliverable. In my mentoring work with graduate students, the ones who struggle rarely lack knowledge.

鈥淭hey lack practice turning it into clear, decision-ready output under real deadlines. Degrees improve most when they build in applied, feedback-rich practice: briefs that mimic real tasks, iterative drafting, and honest critique. Chasing 鈥榡ob-ready鈥� shortcuts misses the point. A degree should teach you how to think. What students need is repeated, guided practice at using that thinking on real problems.鈥�