What (and how) should educators be teaching the future workforce?

To nurture tomorrow’s workforce, institutions must deliver holistic, future-ready learning that merges critical thinking, intercultural fluency, and creativity. By partnering closely with industry stakeholders and integrating real-world challenges into teaching, we empower students to adapt, innovate, and flourish. Imagine shaping a globally resilient generation of deeply engaged, impactful professionals.

Let's explore how universities can design practical programmes or partnerships to ensure that students – especially international students – not only gain the necessary skills for a rapidly changing job market but also successfully integrate into the workforce?

Many international degree-seeking students study abroad for better career prospects, yet they’re hired less frequently than local peers. Universities traditionally focus on “employability” – CV writing, LinkedIn profiles, and interview preparation – but that only addresses the candidate’s side. Employers, especially SMEs, may lack resources or experience in hiring internationally. That inspired the INTERLOCALITY project, an Erasmus+ initiative co-funded by the EU, whose primary aim is to increase the local employability of international students. As part of this project, we used the term “employer-ability” to describe an employer’s willingness and capacity to recruit international graduates. 

Within INTERLOCALITY, we developed free online courses on intercultural sensitivity, guidance and counselling, and employer-ability to help employers, higher education staff, and third-sector organisations collaborate. Crucially, these efforts should be embedded into the curriculum, so all students— not just those who opt into workshops—learn how to navigate evolving job markets. When these efforts are fully integrated, universities can significantly boost graduates’ career outcomes.

You are also involved in Finland’s Talent Boost initiative that aims to attract and retain global talent. What systemic changes are needed for real impact, and how can higher education, employers, and stakeholders better support global talent?

Finland’s Talent Boost, launched in 2021 by the Ministries of Education and Culture and of Economic Affairs and Employment, aims to attract and retain global talent. Initially, the focus was on attracting international talent, but true success relies on retention: supportive policies, inclusive communities, streamlined immigration processes, and tangible job opportunities.

Universities play a central role in this effort. Since introducing tuition fees for non-EU students in 2017, Finnish institutions compete for international enrolments. While not directly responsible for employment outcomes, they recognise that opportunities to secure work during or after studies are critical to attracting and retaining international students. Collaboration with employers— especially MSEs (micro and small enterprises with fewer than 50 staff), which account for over 90% of European companies—is key. Talent Boost brings together universities, municipalities, government agencies, employers (both from the private and public sector), NGOs, as well as international talents in one ecosystem. Addressing racism, unconscious bias, and language barriers, plus offering intercultural training and ongoing graduate support, builds the framework needed to retain international graduates long-term.

As technology and globalisation rapidly reshape the workforce, how can higher education “future-proof” students’ careers? What role do transferable skills and cross-cultural competencies play?

Rapid technological change demands adaptability. Transferable “soft skills”—communication, teamwork, critical thinking, and intercultural fluency—are essential for multiple career shifts. “Future-proofing” means preparing students not just for a first job, but for lifelong development in a global context.

At Arcada, we introduce these ideas from day one. During orientation, we highlight “global competencies,” urging students to connect meaningfully with people from diverse backgrounds. These interactions foster collaborative and creative mindsets that employers increasingly value. Both international and local students benefit from cross-disciplinary and intercultural experiences. Crucially, we embed such training in the curriculum rather than treating it as an optional add-on. By doing so, every student acquires the fundamental skills demanded by today’s global workforce.

In many institutions, resources are limited. How can universities sustain long-term engagement with graduates while fulfilling their broader educational mission? What is your vision of lifelong career support?

Lifelong career support must be embedded into an institution’s strategy, not treated as a temporary project. Dedicated staff for career counselling, employer relations, alumni engagement, and entrepreneurship— working closely with faculty, external service providers and employers—is essential. Continuous learning is now a priority: graduates return to upskill or pivot, and universities can serve as ongoing hubs for personal and professional growth.

Fostering strong alumni networks creates mutual benefits, as former students often become ambassadors, collaborators, or future employers. For international students, it’s ethically crucial to follow through on promises of a brighter future; assistance with job searching, entrepreneurship, or re-skilling shouldn’t end at graduation. By embedding career guidance into curricula, partnering with external organisations and employers, and building robust alumni support, universities help ensure individual success and advance their broader mission.