By Dr Sharizal Ahmad Sobri

Imagine a student graduating at the top of their class, equipped with theoretical knowledge, impeccable grades and a polished resume. Yet, in their first job, they struggle to apply what they've learned to solve practical problems. This is a familiar scenario, and it underscores a critical gap between what students learn in classrooms and what industries expect from them.

This begs the question: Why are so many graduates unprepared for real-world challenges? And more importantly, how can we transform education to better bridge the gap between theory and practice?

For decades, traditional education has relied on lectures, textbooks and exams as the primary tools for imparting knowledge. Students are assessed on their ability to memorise information and reproduce it in controlled settings, but they rarely get the opportunity to engage with real-world problems before they graduate. This focus on theory has created a lingering disconnect between academic learning and industry needs, a challenge that continues to affect graduates worldwide.

Debunking the myth: theory alone is enough

There’s a long-standing assumption in academia that if students have a solid foundation in theory, they will naturally transition into practical applications when they enter the workforce. This belief is deeply rooted in traditional educational systems, where theory is often revered as the holy grail of knowledge.

However, the myth that theory alone is enough to prepare students for the workforce needs to be re-examined. In a rapidly changing world, industries no longer value knowledge for its own sake but for its practical application. Graduates who have excelled in the classroom often find themselves ill-equipped to tackle real-world challenges because they lack hands-on experience.

During my tenure as a Senior Lecturer at the Faculty of Bioengineering & Technology, Universiti Malaysia Kelantan (UMK), I encountered this issue firsthand. The Life Cycle Assessment (LCA) module initially focused heavily on theoretical concepts with limited exposure to practical applications. However, industry feedback revealed a troubling trend – graduates were entering the workforce with strong academic credentials but without the necessary skills to perform effectively in real-world settings.

This prompted a fundamental shift in teaching methods, transitioning the module to a Project-Based Learning (PBL) approach. Students were now tasked with solving industry-relevant challenges, applying their theoretical knowledge to develop sustainable manufacturing plans. The result? Increased student engagement, deeper understanding of the material, and graduates who were better prepared for the workforce.

Now, as a Senior Lecturer in Engineering Management at the Department of Engineering, Nottingham Trent University (NTU), I continue to apply these lessons. The use of FlexSim, a dynamic simulation tool, in NTU's Business Operations and Reliability Management module has been transformative in providing students with hands-on experience in modelling and optimising real-world systems. Through FlexSim, students are not only gaining theoretical knowledge but also learning how to apply that knowledge in practical, industry-relevant scenarios.

A fresh perspective: learning by doing

So, what’s the solution? How can we bridge this long-standing gap between classroom learning and workplace readiness? The answer lies in a simple yet powerful idea: learning by doing.

Project-Based Learning (PBL) and simulation tools are not new concepts, but they offer a fresh perspective on how education can evolve to meet the demands of the modern workforce. PBL engages students by involving them in real-world projects that require them to apply theoretical concepts in practical ways. This experiential learning approach not only makes education more engaging but also mirrors the problem-solving processes used in professional settings.

The benefits of hands-on learning are clear. By allowing students to work on real-world problems, these approaches foster critical thinking, collaboration and problem-solving – skills that are essential for success in the workforce.

The common misunderstanding: hands-on learning is only for vocational education

A common misunderstanding is that hands-on learning is better suited for vocational training than for academic education. This misconception implies that practical skills are secondary to intellectual achievement, but the reality is that today’s industries require both.

Engineering, for example, is a highly technical field where theoretical knowledge and practical skills are deeply intertwined. You cannot design an efficient manufacturing system without understanding the underlying principles, but neither can you succeed in the field if you lack the ability to apply those principles in a real-world setting.

Institutions like UMK and NTU are leading the way in showing how hands-on learning can enhance traditionally academic disciplines. By integrating simulation tools and project-based methods into engineering and technology curricula, they are preparing students not just to understand the theory but to apply it in meaningful ways.

A call to rethink education

The time has come to rethink education and move beyond the outdated notion that theory and practice are mutually exclusive. Industries today need graduates who can apply theoretical concepts to solve complex, real-world problems – not just individuals who can pass exams.

By embracing innovative pedagogical approaches like Project-Based Learning and advanced simulation tools, we can ensure that students graduate with the practical skills they need to thrive in the modern workforce. These changes would not only improve educational outcomes but also address the growing gap between academia and industry.

The world is evolving rapidly and, with it, the demands placed on future professionals. If education does not evolve alongside it, we risk leaving students underprepared and industries understaffed. Isn't it time we caught up?

-- BERNAMA

Dr Sharizal Ahmad Sobri CEng MIET (sharizal.ahmadsobri@ntu.ac.uk / sharizal.sobri@gmail.com) is Senior Lecturer in Engineering Management / Course Leader for MSc Engineering Management, Department of Engineering, Nottingham Trent University (NTU).