Knowledge Obsolescence and Under- Enrollment: Implications for Higher Education Policy and Sustainability

Knowledge Obsolescence and Under-Enrolment: Implications for Higher Education Policy and Sustainability doi: 10.52987/edc.2025.002 Zameer Mohammed The University of Trinidad and Tobago, Outreach and Industry Relations Unit Agora Campus, 129 Uriah Butler Highway, Cunupia 520639, Trinidad and Tobago. zameer.mohammed@utt.edu.tt Abstract The rapid pace of technological advancement and shifting labour market demands have intensified concerns about knowledge obsolescence in higher education, posing significant challenges to university enrolment and sustainability. This concept paper explored the relationship between outdated curricula, faculty knowledge obsolescence, and declining enrolment trends, particularly in the context of rising tuition costs and the growing preference for alternative educational pathways such as online courses, micro-credentials, and skillsbased certifications. Drawing on data from North America and Europe, the study highlighted a decline in traditional undergraduate enrolment, contrasted with a surge in international and online student enrolment. The paper argued that the disconnect between academic content and industry needs has led to student disengagement and skepticism about the value of traditional degrees. Institutional responses, including curriculum reform, technological integration, and lifelong learning initiatives, were examined as potential solutions to mitigate these challenges. Policy recommendations provided directional guidelines that align educational offerings with market requirements, fostering industry-academia collaborations, and addressing demographic shifts to sustain enrolment. The study concluded that proactive adaptation to knowledge renewal and evolving student preferences are essential for higher education institutions to achieve sustainability and remain competitive in an evolving global landscape. Future research was recommended to explore the correlation between faculty knowledge obsolescence and enrolment trends, using quantitative models to inform strategic interventions.