Higher Education
Educational leaders Timothy Harding, Assistant Vice President for Career Development & Engagement at the University of Tampa; Sandra Metzger, Founder and Co-Owner
of Inspired Pathways Group, LLC; Kelvin Bentley, Project Manager at the University of Texas System’s Texas Credentials for the Future, recently joined moderator Jenny Gordon, Vice President of International Markets at GoReact, to tackle the pressing challenges of bridging education and workforce needs in a rapidly changing world. Through an engaging conversation, they explored the rapid pace of workplace change, innovative strategies to align education with workforce needs, and the transformative potential of AI in skills development.
Harding set the stage by identifying two major obstacles in closing the skills gap: the rapid pace of workplace evolution and the high cost of education. “The workplace is changing faster than educational institutions can adapt,” Harding explained. He emphasized the importance of both technical and so-called “soft skills,” preferring to call them “core skills” to underscore their critical value.
Metzger added a layer of complexity, highlighting the lack of common definitions for skills across industries and education sectors. “If we can’t classify and prioritize skills effectively, it’s hard to address competing needs,” she said. Bentley likened the issue to a “tower of Babel,” explaining that misaligned language between educators and employers hinders progress. “Higher ed focuses on learning objectives, while employers talk about job skills and competencies. Bridging this gap is essential.”
These challenges, compounded by economic disparities and systemic barriers, reveal the need for a coordinated approach to equipping learners with the skills they need to succeed.
The panelists offered practical strategies to align education with workforce needs. Bentley shared how the University of Texas System integrates micro-credentials and industry certifications into academic programs. “We’re finding ways to let students combine their majors with in-demand technical skills, like cybersecurity or data analytics,” Bentley explained. “It’s about creating flexible pathways that make learners both broadly educated and specifically skilled.”
At the University of Tampa, Harding described how competency-based education transforms traditional teaching methods. “We’re embedding career-ready competencies into coursework by asking students to reflect on how they’re developing critical skills like communication, teamwork, and critical thinking,” he said. Faculty have adopted simple but impactful practices, such as labeling assignments with the competencies they develop and adding short reflective exercises. “This moves learning from being purely content-focused to becoming truly transformational.”
Both approaches underscore a shift toward empowering students to articulate their skills to future employers and to see their education as a bridge to lifelong learning and job readiness.
While Artificial Intelligence (AI) has sparked concerns about its role in education, Metzger highlighted its potential to tackle some of the most persistent barriers to skills development. “AI can create realistic, scalable learning scenarios that were previously impossible to deliver,” she said. Using examples from her work, she described AI-powered chatbots that simulate workplace challenges, allowing students to practice problem solving and decision-making. “This kind of experiential learning used to require enormous resources, but with AI, it’s now accessible to all.”
However, Metzger stressed that educators must also embrace AI literacy. “We can’t just use AI tools to make our jobs easier; we need to learn how they work so we can teach students how to use them effectively in their own careers.”
Gordon shared success stories from educators using the AI Assistant in GoReact to provide instant feedback to students. “It’s not about replacing educators but amplifying their ability to help learners improve,” she said. “AI allows students to get more rounds of feedback, which builds their confidence and competence.”
The panelists also discussed practical approaches to skill assessment, which remains a significant challenge. Harding advocated for observation and self-reflection as essential tools for evaluating competencies. He praised the NACE-developed rubrics for their rigor and adaptability, explaining how these tools help both faculty and students measure progress. “It’s not just about grades—it’s about identifying and developing the competencies students will carry into their careers,” he said.
Bentley suggested the adoption of learner employment records (LERs) to provide a transparent, detailed account of a student’s skills and experiences. “This is the 21st-century version of a transcript,” he explained. “By documenting technical and durable skills, we can help students tell their story in a way that resonates with employers.”
Metzger highlighted AI’s capacity to analyze unstructured data, such as video recordings of students performing tasks, to provide instant feedback and insights. “AI can coach students in real-time and document their progress, offering a level of scale and efficiency we’ve never had before,” she said.
In the final segment, the panelists reflected on the need for collaboration among educators, employers, and policymakers to bridge the skills gap. Harding emphasized that intentionality is key. “It’s not enough to hope students acquire these competencies—we must build systems that make it inevitable,” he said.
Metzger echoed this sentiment, noting that while the challenges are immense, so are the opportunities. “AI and other technologies can help us solve these problems faster, but only if we work together to align our goals and share resources,” she said.
Bentley offered a hopeful vision of education’s future, rooted in flexibility and lifelong learning. “By integrating industry credentials, micro-internships, and competency-based approaches, we can create an education system that truly prepares students for the jobs of tomorrow,” he said.
