BRIDGING THE SKILLS GAP: A SYSTEMATIC REVIEW OF UPSKILLING AND RESKILLING MODELS LINKING INSTRUCTOR COMPETENCE TO INDUSTRY-RELEVANT GRADUATE SKILLS

Abstract

The skills gap between Technical and Vocational Education and Training (TVET) graduates and rapidly evolving industry requirements remains a persistent challenge, particularly as digitalization and Industry 4.0/5.0 reshape occupational standards. This study systematically reviews upskilling and reskilling approaches that link instructor competence to industry-relevant graduate skills. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA 2020, using literature retrieved from the Scopus database and analyzed through narrative thematic synthesis. The search identified 571 records.  Following screening, eligibility assessment, and methodological quality appraisal, 127 studies met the predefined inclusion and quality criteria and were included in the final synthesis. Four recurring themes emerged: (1) institutional upskilling-reskilling approaches, including continuous professional development, competency-based education and training, industry-linked learning, digital and personalized upskilling, and immersive technology-based learning; (2) the central role of instructors’ pedagogical, technical, digital, and industry-engagement competencies; (3) the importance of technical, digital, communication, problem-solving, collaboration, adaptability, and employability skills among graduates; and (4) the need for a continuous feedback relationship among industry, institutions, instructors, and learners. The synthesis supports the Industry-Driven Reflective Upskilling-Reskilling (IRUR) framework, in which industry needs inform instructor competence reflection, adaptive competence development, competence transfer to learners, and industry feedback. The review highlights the need for longitudinal evaluation and stronger empirical evidence linking instructor professional development, instructional practice, and graduate employment outcomes.