Higher Education (HE) is responsible for developing employability in students, helping them succeed in the workforce and contributing to the cultivation of a skilled labor force, essential for economic growth and innovation. However, feedback from the Information Communication Technology (ICT) industry is indicating the need for enhanced professional skills in ICT students alongside better understanding of the application of their technical skills. A significant portion of the highly sought-after skills in ICT roles, including communication, teamwork, and other professional behaviors, appears to be lacking. Consequently, this paper investigates factors forming the gap between ICT educational systems and the industry’s expectations concerning professional skills in ICT students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), this paper focuses on reviewing a holistic picture of methods currently employed in developing professional skills in ICT students in HE systems without an explicit focus on learning technologies and tools. Findings suggested that the current design of ICT educational systems emphasises information or units over students themselves, potentially hindering the acquisition of professional skills in students. Additionally, the research found that current ICT educational systems lack consistent reflection and feedback mechanisms throughout programs, making it difficult for students to realize and bring out their potential as ICT professionals with desired skills. The paper’s findings provide a better understating of the development of professional skills in HE and inform how it can change for future improvements. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
Author Keywords
Index Keywords
