Theory-practice Gap Research Articles

The negative impacts of secondary traumatic stress and mutual suffering: considerations in the hospital setting.

Nurses and other health professionals may be at an increased risk of experiencing emotional disturbance associated with caring for people who are experiencing distress, illness or disease or who are at the end stage of their life. This was a particular problem during the COVID-19 pandemic. This article seeks to explore how working closely with individuals who are experiencing ill health may impact negatively on the nurse as a care provider. This exposure to trauma, illness and death can result in a vicarious experience of trauma that may result in a sense of shared experience with the patient. The emotional burden this places on the nurse can lead to increased anxiety, stress and a need to detach from the patient. This can have a detrimental effect on patient care and nurses must remain vigilant to their susceptibility to, and experience of, mutual suffering through secondary trauma. Although nursing offers many positive experiences, this article is focused on highlighting the negative impacts of secondary traumatic stress. This article briefly outlines the literature relating to secondary traumatic stress and mutual suffering in the acute hospital setting and does not consider mental health settings or patients. The aim of the article is to close the theory-practice gap while also encouraging personal reflection on nurses' experiences of mutual suffering in practice. The author recognises the loaded nature of the term 'mutual suffering'; however, this is an established phrase used to explain the phenomena of interest. Although the term 'suffering' may imply a passive sick role for nurses, in this context the term should be seen as a shared sense of the experience of the patients and health staff.

Nurses’ implementation of evidence based practice in nursing process and its associated factors in South Wollo Zone public hospitals, Northeast Ethiopia: a mixed method study

BackgroundEvidence-based practice is clinical decision-making using the best evidence available in the context of individual patients’ preferences and clinical expertise. It is serving as a crucial instrument for the health science disciplines to minimize the theory-practice gap although the level of practice is unknown. Thus, this study aimed to assess nurses’ implementation of evidence-based practice in nursing process and its associated factors in South Wollo Zone Public Hospitals.MethodsAn explanatory sequential mixed method was employed from April 1 to May 29, 2023, among 419 nurses for the quantitative part and 15 others for the qualitative part. The data were collected using structured, pretested, self-administered questionnaires. Simple random and purposive sampling techniques were used to select participants for the quantitative and qualitative studies, respectively. The bivariable analysis was done primarily, and variables with a p-value < 0.25 were further examined using a multivariable logistic regression model to control con-founders. Then, variables having a p-value less than 0.05 with a 95% CI were used to declare significantly associated factors. The key informants were interviewed using pre-made interview guidelines, and then open code software was utilized to conduct a thematic analysis.ResultNurses who had poor implementation of evidence-based practice in the nursing process were 228 [54.42%; 95% CI: (49.8–59.3)]. Similarly, the key informants concluded that the implementation of evidence-based practice in the nursing process was low. Participants who were 31– 40 years old [AOR = 0.61, 95% CI: (0.38–0.99)], 41–50 years [AOR = 0.32, 95% CI: (0.15–0.65)], working at general hospitals [AOR = 3.37, 95% CI: (1.39–8.18)] and comprehensive specialized hospitals [AOR = 7.29, 95% CI: (3.06 − 17.31)], lack of training about evidence-based practice (AOR = 2.50, 95% CI: (1.36–4.56)], and lack of internet access [AOR = 2.46, 95% CI: (1.43–4.23)] were factors associated with poor levels of nurses’ implementation of evidence-based practice in the nursing process. The absence of computers, libraries, and updated guidelines were other factors identified on the quality analysis.ConclusionNurses’ implementation of evidence-based practice in the nursing process was low. Age, working in general hospitals, and comprehensive and specialized hospitals, lack of training, and internet access were factors that had significant associations. Hence, hospital managers should give an attention to internet access and training about utilization of evidence-based practice in nursing process, particularly for those aged above thirty years old.

'Clinical Is the Pinnacle': Nurse Academics' Perspectives and Opinions of Their Students Undertaking Mental Health Clinical Placements.

Clinical placements form an integral and important part of preregistration nursing student learning. The theory-practice gap has been identified as problematic, with clinical experience being a key strategy to address this. Despite this, the perceptions of nurse academics teaching preregistration mental health nursing regarding clinical placements have not been widely explored. To garner perspectives and experiences of mental health clinical placements from nurse academics teaching mental health nursing to preregistration nursing students. A descriptive qualitative study involving 19 nurse academics from 13 metropolitan and regional Australian universities, who were involved in the design and delivery of preregistration mental health nursing content. Data were analysed thematically. The study adhered to the Standards for Reporting Qualitative Research (SRQR). Participants reported that inappropriate clinical placements generate negative student experiences. Furthermore, mental health placements in nonspecialist settings such as medical-surgical or aged care compromised student learning and posed a barrier to linking theory to practice. Increasing meaningful and appropriate mental health clinical placements in nurse education requires investment and support from multiple stakeholders. Nurse academics are crucial stakeholders in terms of understanding the impact of mental health clinical placements. Appropriate mental health clinical placements are central to effective comprehensive nurse education. Academics teaching mental health in preregistration curricula are significant stakeholders, and their informed perceptions are central to compel change.

Introduction of Simulation-Based Learning Strategy to Bridge the Theory-Practice Gap in Advanced Concepts in Community Health Nursing Course: Lens from Students' Perspective.

Simulation has proven to be one of the most powerful forms of enactive experience in medical sciences, which enhances the efficacy of both direct and vicarious learning. At the undergraduate level, community health nurses are expected to be inclusively knowledgeable about population-based nursing practices with diverse communities; so, they prepare well to establish partnership skills with stakeholders and make collaborative decisions that promote awareness and understanding of the community's health needs. Problem prioritisation is an essential step of the planning cycle. It is one of the advanced concepts in community health nursing which needs in-depth knowledge and contemplation about the dynamics of the community. This paper highlights the students' perspectives regarding the impeccable effects of simulation pedagogy on students' learning in terms of improving their communication skills and alleviating the fear of dealing with community stakeholders before the actual problem-priority setting exercise for the clinical community project. Key Words: Community health nursing, Simulation-based learning, Problem prioritisation, Stakeholders.

Integrated value–based project management in the Malaysian construction industry

Value Management (VM) is a structured approach to maximising a project’s value by analysing its functions, materials, and costs to meet objectives at the lowest cost without compromising quality, performance, or functionality. In Malaysia’s construction industry, VM has significantly enhanced project outcomes. However, VM faces challenges despite its benefits due to limited awareness, knowledge barriers, and a gap between theory and practice. Although many practitioners recognise VM’s advantages, there remains a need for a deeper understanding of the VM process and how to apply necessary project management (PM) activities for project success. This study addresses the gap in understanding how PM activities can be integrated with VM to enhance project performance in the Malaysian construction industry. PM involves planning, organising, and controlling resources to achieve specific goals within set constraints, using knowledge, skills, tools, and techniques to successfully execute projects and deliver desired outcomes. The study employed a qualitative method, including interviews with eleven professionals and practitioners in Malaysia’s construction industry, to identify PM activities that can be incorporated into the VM process. Thematic analysis using Atlas.ti revealed that PM and VM share similar objectives in ensuring project performance. The study illustrates the benefits of incorporating PM operations into VM by highlighting the relationships between PM and VM, such as better collaboration, better resource management, and improved project outcomes. By providing practitioners with a framework to apply PM techniques within the VM process, our findings contribute to the innovation of VM concepts, enhancing project performance, and bridging the theory-practice gap in the Malaysian construction sector.

Role of Nurse Instructor in Integrating Theory-Practice Gap: A Cross-Sectional Study in Teaching Hospitals of Peshawar

Background: Bridging the gap between theory and practice in nursing education is essential for ensuring competent clinical practice. However, this gap remains a challenge in nursing programs worldwide.Objective: This study aimed to evaluate the perceptions of BSN students regarding the role of clinical instructors in integrating theory and practice in teaching hospitals in Peshawar, Pakistan.Methods: A descriptive cross-sectional study was conducted in three institutions in Peshawar. A total of 203 BSN students from semesters 4, 5, 6, and 7 were randomly selected. Data were collected using a structured questionnaire adapted from validated tools. Statistical analysis was performed using SPSS version 25, with an ANOVA test to compare mean scores across semesters, and a post-hoc Tukey test to identify significant differences.Results: The mean score for the role of clinical instructors varied significantly across semesters (F = 4.646, p = 0.004). Semester 4 had the highest mean score (75.73), while semester 5 had the lowest (67.00). Group 1 (25.1%) believed the role was not fulfilled, while Group 4 (23.6%) believed it was completely fulfilled.Conclusion: Clinical instructors play a critical role in addressing the theory-practice gap. Tailored teaching strategies are recommended to meet students' evolving needs.

Bridging theory and practice via education: Insights from the erasmus mundus journalism programme

The disconnect in how practitioners and scholars talk about what journalism is and does, and what it could be or do, is often striking. With more universities and other institutions worldwide offering journalism education, and the growing number of journalists turned scholars or instructors, there have been sporadic efforts to bridge the pervasive gap between theory and practice. In this paper, I discuss some of the challenges and opportunities of bridging said gap by drawing on the Erasmus Mundus Journalism Programme as a case study. I delve into some ways in which we deal with co-teaching across institutions to train an exceptionally diverse group of students with a global, collaborative, and interdisciplinary mindset. Finally, I claim that we tend to talk about the theory-practice gap in rather narrow terms and point towards ways to rethink the directionality of this relationship to further a truly reflective and critical journalism education.

Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study

AimTo develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. BackgroundAcademic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. DesignA Delphi study. MethodsThe Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %). ResultsThe final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes. ConclusionThe course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.

Evaluating Case-Based Learning to Enhance Dental Student Performance in Cavity Preparation: A Pilot Study.

Background The transition from theoretical knowledge to clinical competency in operative dentistry is an ongoing challenge in dental education. Undergraduate students often face a significant gap between understanding theory and applying practical skills for diagnosing and preparing cavities, which leads to decreased confidence, increased stress, and potential errors in clinical practice. Case-based learning (CBL), an active learning strategy that emphasizes real-world scenarios, has shown promise for improving clinical skills and knowledge retention in other healthcare disciplines. This pilot study explored the potential of CBL to address the theory-practice gap and enhance confidence among undergraduate dental students in performing cavity preparations. Methods This pilot study utilized a pre and post-intervention design and involved 30 second-year dental students. Participants completed confidence surveys at three points: before CBL activity, immediately after CBL activity, and following their first clinical cavity preparation procedure. The CBL activity consisted of two components: interactive case discussions and hands-on laboratory exercises designed to simulate real-world dental procedures. The interactive discussions focused on diagnostic and treatment planningwhile laboratory exercises provided practical experience in cavity preparation. Data were analyzed using repeated-measures analysis of variance (ANOVA) to assess the changes in confidence levels across the three survey points. Results CBL significantly increased students' confidence across multiple dimensions (p < 0.05). Confidence in modifying cavity preparations increased from a mean of 2.91 (SD = 0.292) before CBL to 5.12 (SD = 0.331) post-CBL and further to 5.52 (SD = 0.556) after clinical practice. Similarly, confidence in understanding the basic concepts of caries removal improved from 4.82 (SD = 0.528) pre-CBL to 5.45 (SD = 0.564) post-CBL, and to 5.61 (SD = 0.556) post-clinic. However, confidence in performing cavity preparations without faculty guidance remained relatively low, increasing from a baseline mean of 2.67 (SD = 0.478) to 2.91 (SD = 0.384) post-CBL and 3.64 (SD = 0.603) post-clinic. Conclusion Incorporating CBL into the curriculum can significantly improve undergraduate students' confidence in performing cavity preparation. This approach may help bridge the theory-practice gap and better prepare students for the clinical environment. This pilot study provides promising initial data, and further research is needed to determine the long-term impact of CBL and the optimal implementation strategies.

Conceptualizing the phenomenon of construction industrialization: linking theory and practice through a cross-sector case study

This study examines the intersection between Practitioner and Academic perspectives on the Construction Industrialization (CI) phenomenon. The goal was to understand the prevailing perspectives of how CI is perceived, how it is performed, and what benefits it is expected to offer. The study begins with a literature review, followed by an exploratory multiple-case study encompassing the Architecture, Engineering, Traditional Construction, and Manufactured Construction sectors. Within-case and cross-case analyses were performed, leading to 10 new insights that elaborate the theoretical understanding of the phenomenon. An important conclusion is the criticism of the interchangeable terms of Off-site Production, Modular Construction, or Prefabricated Construction as being insufficient to conceptualize CI across the four sectors. This article proposes a more comprehensive conceptualization that challenges current definitions. It distinguishes between the Constructive System and the Productive System; it redirects the CI theory toward a constant process of technical and sociocultural change; and it emphasizes the importance of societal sustainable development beyond productivity. This article represents the first attempt to conceptualize the CI phenomenon bridging the theory-practice gap. It seeks to stimulate further research and create new debates about the phenomenon.

Unani Tibb students’ and educators’ perceptions of spirituality and spiritual care in education in South Africa: A mixed-methods study

Background. Unani Tibb promotes holistic patient care, yet spirituality and spiritual care seem to be neglected in education. This theory-practice gap was previously highlighted in studies on Unani Tibb practitioners. The role of spirituality and spiritual care in Unani Tibb education in South Africa (SA) remains unclear. Objectives. To explore Unani Tibb students’ and educators’ perceptions and attitudes of spirituality and spiritual care in SA. Methods. A two-stage sequential explanatory mixed-method study was conducted. Quantitative data from stage 1 was obtained using a cross-sectional descriptive study followed by in-depth interviews for the qualitative study in stage 2. Stage 1 guided the interview questions in stage 2. Descriptive data analysis was performed for the quantitative study, followed by thematic analysis for the qualitative data. Results. A total of 18 (90%) participants took part in the quantitative study followed by 10 participants (50%) in the qualitative study. Three study findings emerged: i) a heightened level of spiritual awareness was recorded for this cohort despite the lack of spirituality and spiritual care content in the curriculum, ii) participants viewed spiritual care as integral to Unani Tibb philosophy, education and practice and iii) formal integration of spirituality and spiritual care concepts in Unani Tibb education was identified as a necessity to ensure the integrity of the holistic approach required by the profession. Conclusion. This study has implications across the health education sector and more specifically for Unani Tibb educators to consider the inclusion of spiritual care content in education programmes.

An investigation into the extent to which sustainable product development practices are implemented in manufacturing companies

In recent decades, the pressure from regulations and consumers for products with enhanced sustainability performance has escalated the implementation of sustainability actions by companies. For manufacturing companies specifically, Sustainable Product Development (SPD) is a key approach for reducing the sustainability impacts of the developed products, across their entire life cycle. Despite the availability of wide range of management practices for SPD to support embedding sustainability into the product development process, the extent of their application by companies remains underexplored. To fulfil this gap, an industry survey was conducted to investigate the capability of manufacturing companies to apply a consolidated set of 61 SPD management practices. The overall results which comprised 20 companies across 14 sectors revealed that most of the practices are still applied at a low capability level by most companies. This result indicates a large theory-practice gap particularly in understanding the influence of the type of business, variation in capability levels across different business processes and stages of the product development that influence the successful implementation of sustainability actions in companies. Hence, stronger collaboration between the academia and industry sectors are essential to transform new knowledge into actionable strategies.

Bridging the theory-practice gap: a genealogical perspective on the most debated knowledge management challenges

ABSTRACT To address the theory-practice gap in knowledge management research, we identify the most persistent knowledge management challenges and proposed solutions over the past three and a half decades (1991–2023). Based on a systematic literature review combining a bibliometric and a qualitative content analysis, we conceptualise a genealogic (evolutionary) model to map the historical development path of three reappearing root challenges: (1) organisational antecedents to implement a knowledge-sharing culture (2) use of ICT for knowledge transfer and (3) knowledge conversion. We find that while topics 1 and 2 are established topics, topic 3 constantly renews itself by merging with innovation-related research streams. Further, our analysis reveals the general principle that the theory-practice gap opens at the end of the inception phase of a new challenge theme. We conclude that implementing artificial intelligence in knowledge management processes and fostering knowledge creation for sustainable development are the key topics for future research.

Unpacking expert teachers’ theory construction experiences: a case study

ABSTRACT This case study uses qualitative data generated over three years to explore how a Chinese expert teacher constructs her personal practical theory (PPT) about teaching. The data analysis showed that the teacher successfully constructed a personally relevant, institutionally expected, and socio-culturally embedded PPT that manifested her teaching beliefs. The teacher constructed the PPT through five essential and interrelated steps: (a) identifying effective teaching practice; (b) crystalising a core concept from effective teaching; (c) proposing theoretical tenets around the core concept; (d) configuring the theoretical tenets into a preliminary PPT; (e) refining the PPT in relevant communities. The theory construction experience deepened the teacher’s understanding of teaching and enhanced her confidence in engaging with educational theories and university-based scholars. However, the teacher’s lack of knowledge about educational theories and hands-on tools for theory construction posed significant challenges to the teacher. This study generates new empirical evidence and conceptual insights into teacher theory construction, enriching international discussions on the theory-practice gap in education. The research findings also suggest practical implications for frontline teachers, facilitating their engagement with theories to close the theory-practice divide in their situated contexts.

Perceived competence and related factors affecting the development of the clinical competence of nursing students at two university sites in Namibia: a cross-sectional study

BackgroundEnsuring that nursing students graduate with the required clinical competence in nursing is a global challenge. To address this challenge, several studies have looked at various aspects of competency and competency development, however there is scanty evidence on factors affecting development of clinical competency in nursing students. Therefore the, purpose of this study was to investigate nurses’ perceived competence and related factors affecting the development of clinical competence of nursing students at two university sites in Namibia.MethodsA cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were collected between April and May, 2022, over a period of six weeks, and were analysed using Statistical Package of Social Sciences (SPSS) version 27. Chi-square and Spearman correlations were used to assess the associations and correlations, respectively, among the variables. Logistic regression was used to assess the factors associated with the development of clinical competence using a p-value < 0.05 confidence interval.ResultsForty-seven percent (47%) of the students were found to be competent while more than half (53%) were not. A Chi-square test found a statistically significant difference between students studying at different campuses and between different year levels (p = < .05). A regression analysis showed that nursing educators’ competence (β = .128; p = .36) had a positive influence on nursing students’ competence levels, unlike the mode of learning (β = -.140; p = .013), which negatively predicted the development of clinical competence. No significant relationship was found between the development of clinical competence and teaching approaches, assessment, feedback, constructive alignment, theory–practice gap and reflective practice (p = ˃.05).ConclusionEducator’s competence levels and the mode of learning were the two major factors that were more likely to influence the development of clinical competence among nursing students. Therefore, it is recommended that nursing training institutions prioritise the development of educators’ competence and apply various modes of learning to enhance development of nursing students’ competence.

Wounded healer nurses: a qualitative content analysis of the positive traits of nurses affected by chronic cardiovascular disease

BackgroundThe wounded healer concept refers to healthcare providers who, in the past, have had similar experiences to those of their clients and now draw on these challenging experiences to assist their clients. This study explored the positive traits of nurses with chronic cardiovascular diseases who transitioned to wounded healers.MethodsA qualitative content analysis study was conducted within hospitals in Tehran, Iran, between November 2023 and March 2024. Sampling was conducted using a purposive sampling method in accordance with the study objectives and inclusion criteria. The data were collected through semi-structured face-to-face interviews. Twenty-three participants, comprising 16 females and 7 males, participated in the interviews. Data analysis was conducted by employing a qualitative content analysis approach, including creating codes, subcategories, generic categories, and main categories. MAXQDA v20 software was utilized to facilitate the analysis process.ResultsThe data analysis revealed one main category that aligned with the research question: the positive traits of a wounded healer nurse, consisting of three generic categories: (1) traits related to interpersonal and professional relationships; (2) traits related to the professional dimension; and (3) traits related to the personal dimension. wounded healer nurses demonstrate positive traits that enhance patient care.ConclusionsThe findings of this study have important implications for nursing practice and education. By identifying the positive traits exhibited by nurses as wounded healers affected by chronic cardiovascular diseases, nursing programs can emphasize and strengthen these qualities to convert challenges into opportunities and bridge the theory-practice gap.

Mental wellbeing of student paramedics before and after first ambulance placement

Background: Emergency ambulance workers are at risk of poor mental wellbeing. Student paramedics in the UK attend ambulance placements, which expose them to the same stresses; they also have their own stress factors. Little research has explored how these placements affect student mental wellbeing. Aim: This pilot study aims to address this gap into the ways in which students'mental wellbeing may be affected by ambulance placements. Methods: A mixed-method approach, using the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), with two questionnaires including wellbeing scores and open questions, was used to collect quantitative and qualitative data on first-year student paramedics before and after their first ambulance placement. Results: Twenty participants were included in the final analysis, three-quarters of whom witnessed at least one traumatic event during their placement. There was a statistically insignificant difference between wellbeing scores before and after the placement. There were five themes: positive learning experience; theory-practice gap; student-mentor relationship; student resilience; and career consolidation. Conclusion: Mental wellbeing did not change significantly after the first ambulance placement. Placement was overall a positive experience that confirmed career choice and narrowed the theory-practice gap. Mentor support was protective during traumatic events. A similar, larger study could track student wellbeing throughout their course and identify factors that may protect or damage wellbeing.

Ethical challenges in nursing studies: A scoping review

This scoping review aims to investigate ethical challenges in nursing studies. This review study used Farsi and English keywords, including ethics, research, challenges, obstacles to ethics, moral sensitivity, and moral distress. The search strategies for articles utilized Persian keywords such as "nursing ethics", "ethical challenges", "moral dignity", "informed consent", and "ethical codes", sourced from internal databases (Magiran, Barcat, and Scientific Information Database). The keywords were derived from the Medical Subject Headings (MeSH) modification in the PubMed database, using terms such as "theory-practice gap", "pragmatism", "evidence-based nursing", and "active learning". These were sourced from PubMed, Google Scholar, Scopus, ScienceDirect, and ProQuest databases. The search encompassed articles published between 2000 and 2023, with no initial year restrictions. One of the significant ethical challenges in nursing research involves patient autonomy, beneficence, confidentiality, and justice. Implementing ethical codes and standards in nursing practice is deemed the most effective approach to addressing and resolving these challenges. Managers of health and nursing professionals need to identify ethical challenges and conduct workshops and training courses. Increasing nurses' awareness of ethical issues and emphasizing adherence to ethical codes in nursing studies can help reduce ethical challenges and obstacles in the field.

Is Management Accounting Education Keeping Pace with Practice? A Study on the Theory-Practice Gap Using Terminology Analysis

ABSTRACT Building on theory by Argyris and Schön (1974) and theory on mental models, we argue that a disconnection between the terminology used in management accounting education and practice may be one of the clearest indicators of a theory-practice gap. For this reason, we examine to what extent practitioners understand and use commonly taught management accounting terminology. Overall, we expect a large gap between terminology taught and used, which we expect to depend on the organizational context of the management accountant and whether (s)he exerts a business partner role. We also expect that this gap may hamper management accountants’ professional identification. Survey results show, in contrast to our expectations, a limited theory-practice gap, even if concepts coming from frameworks and typologies are distinctly underused. Further, we find that the gap is smaller for management accountants performing a business partner role. Data availability: The data are available upon request from the authors.

From Classroom to Career: Quantifying the Role of Lifelong Learning in Job Market Success for Georgian University Graduates

This article explores the role of lifelong learning in enhancing Georgian university graduates' employability and career development. By integrating a comprehensive literature review with quantitative data analysis, the study identifies the gaps between current educational practices and the evolving demands of the global job market. It emphasi ses the need for higher education institutions to adopt curricula that foster practical skills, digital literacy, and continuous professional growth. The research findings suggest that aligning academic programs with real-world requirements, through inquiry-based learning and innovative teaching methodologies, significantly improves graduates' job market success and career progression. This study not only contributes to the academic discourse on lifelong learning but also provides actionable insights for educational policymakers and institutions aiming to bridge the theory-practice gap and prepare students for a dynamic and uncertain future.