Abstract Recent transformations in the labor market have been significantly accelerated by a combination of global, technological, and socio-economic factors, necessitating a profound reassessment of the competencies required for sustainable professional integration. While change itself is not a novel phenomenon, the current pace and magnitude of transformations affecting the structure of work are unprecedented in modern history. According to the World Economic Forum (2023), the period 2025–2030 will be characterized by a substantial shift in the demand for skills. The most in-demand competencies are projected to include: Artificial Intelligence (AI) and Big Data, Cybersecurity, Digital Literacy, Creative Thinking, Resilience, Flexibility and Agility, Curiosity, and Leadership and Social Influence. These trends suggest that jobs related to AI and emerging technologies will continue to expand, generating increased demand for highly specialized skills in these areas. The same report anticipates that 39% of employees’ current skill sets will either be transformed or rendered obsolete within the next five years, with the estimated percentage for Romania at 37%. In this context, it becomes imperative to closely analyze such shifts in the future of work and to strategically adapt higher education curricula across Europe—including Romania—so as to address the persistent mismatch between graduate qualifications and labor market demands. The aim of this paper is to synthesize recent evidence from the European scientific literature regarding three key areas: (a).The identification of future-ready skills in academic and policy research, and the extent to which they are being integrated into current educational practices; (b).The preparation of students for the future of work, analyzed both from the perspective of employers and that of students already entering or preparing to enter the labor market; (c).The structural limitations of the education system in effectively supporting employability within the current socio-economic context. Engaging with these themes, the paper seeks to contribute to a deeper understanding of the competencies required in the future of work and to identify how educational systems must transform their structures, processes, and curricula in order to meaningfully integrate these essential skills and ensure the sustainable and successful career development of future graduates.
Grama et al. (Fri,) studied this question.
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