Abstract The speeding pace of digital and ecological transitions is redefining the mission of higher education institutions (HEIs) to promote lifelong learning and the resilience of the workforce. The purpose of this study is to create a theoretical model to explore key dimensions of the successful upskilling in the era of industry 4.0 and rapidly changing labour market requirements. The research is designed qualitatively, integratively, and is grounded on the following three sources: (1) analysis of international strategic and policy documents (OECD, European Commission, UNESCO), (2) observation of case studies of HEI that introduced innovative educational models, (3) exploratory bibliometric analysis conducted with the help of VOSviewer, on the basis of 202 publications from the Scopus dish for the period 1989-2025. The latter facilitated the exploration of key research themes and conceptual areas in university-led upskilling. The core output is a six-point framework for developing institutional upskilling strategies, consisting of: flexible learning formats, labour market co-creation, integrate green and ethical competencies (ESG), pedagogical transformation with digital, digital infrastructure, and impact monitoring systems. The article also develop a quality evaluation matrix and offer policy recommendations to institutional and governmental stakeholders. This manuscript addresses a significant gap in the literature by proposing a holistic and theoretically-grounded model for HEI upskilling strategies – a topic that is under-researched in empirical studies and policy debates. The implications, in terms of policy and practice, for an educational reformation, ecosystem sustainability of skills and a future university-readiness are discussed.
Joanna Rosak-Szyrocka (Mon,) studied this question.