Real-world learning is higher education’s most powerful answer to employer demands, student skepticism and a changing economy.
“I just don’t know what I want to do with my life!”
If you work in higher education, you’ve probably heard that before. I certainly have—more times than I can count. Sam* was one of those students, his voice full of panic and uncertainty. In the years since the pandemic, I’ve seen that kind of anxiety grow more common, even among strong students. The ground beneath them is shifting. The world of work is changing. And higher education must change with it.
That’s why I believe now is a defining moment for experiential learning. If ever there was a time for colleges and universities to double down on meaningful, real-world experiences—internships, co-ops, service learning, study abroad/away, applied projects—it’s right now.
The Job Market Is Rewriting the Rules
Let’s be honest: The job market today is nothing like the one most of us entered. Automation, artificial intelligence and remote and hybrid work are rewriting the rules of employment. Employers are demanding graduates who can solve problems, collaborate on teams and communicate clearly. Jobs that require a bachelor’s degree now emphasize adaptability, critical and analytical thinking, and strong communication skills—speaking, listening, writing and reading. The takeaway for me is clear. These are not skills you can memorize from a textbook or test your way into mastering. They’re built through doing—through trial, reflection, teamwork and application.
This is all happening just as higher education itself is under scrutiny. Families are asking hard questions about the value of a college degree. Students want to know that what they’re learning connects to real opportunities. Experiential education is our answer. It helps students like Sam find clarity, confidence and purpose—and it makes the value of higher education visible and tangible again.
Why Experiential Education Meets the Moment
Here’s what makes experiential learning so powerful right now. It bridges theory and practice. When students step into authentic work or civic-engagement settings, they begin to connect classroom learning to real-world challenges. They apply theory, reflect on experience and develop the professional habits that employers notice. They discover leadership, adaptability and sometimes even a new sense of purpose.
It builds the durable skills employers want. I can’t remember a conversation with an employer in the past few years that didn’t include the words “communication,” “adaptability” or “problem solving.” These aren’t soft skills—they’re essential ones. Experiential learning naturally develops them. Students work in teams, navigate ambiguity and learn to translate what they know into what they can do. It boosts engagement and retention. Research shows that experiential learning increases student engagement, improves academic performance and strengthens a sense of purpose. At a time when admissions offices are working overtime to attract students, we in higher education must focus just as much on keeping the ones we already have. Relevance keeps students enrolled.
A Call to Action
So, what should we do about it? I see three priorities for those of us who care deeply about student learning and success. First, embed experiential learning across curricula. Experiential learning shouldn’t live only in a career center or an experiential office. It should live in our classrooms, our majors and our general education programs. When students see hands-on learning as part of their academic experience—not an optional add-on—the impact multiplies.
We’re making progress, but we’re not there yet. According to a 2025 report by the American Association of Colleges and Universities (AAC&U), the National Association of Colleges and Employers (NACE) and the Society for Experiential Education (SEE), only 56% of responding institutions had aligned career competencies with experiential learning and other high-impact practices. We can do better. The time to embed experiential learning across curricula is now.
Second, form deep partnerships with employers and communities, and ensure access for all students. High-quality experiential opportunities don’t happen in isolation. They rely on collaboration with businesses, nonprofits, government agencies and community groups. And in my experience, those relationships are built not through policy memos but through conversations over coffee, shared goals and trust.
Partnership is only half the story. Access matters too. Unpaid internships should become relics of the past. They limit participation to students who can afford to work for free or who already have social connections. Every student deserves the chance to learn from experience. We can make that possible through paid opportunities, remote or hybrid formats and support for transportation or housing. Advancement offices can help by securing private gifts, and state and federal work-study funds can supplement pay for students interning at nonprofits. I’ll keep saying it: Employers need to pay interns. It’s fair, and it strengthens the pipeline for everyone.
Third, assess outcomes—and tell our story. Saying, "We offer internships" isn't enough anymore. We must demonstrate what students actually gain. Surveys, reflection exercises and employer feedback all help measure growth in competencies and career readiness. Just as importantly, we must guide students to reflect before, during and after their experiences. That’s where the deepest learning happens. And once we have the evidence, we need to share it widely. When we tell the story of how experiential learning changes lives, we remind the world why higher education matters. Institutions that emphasize learning by doing and preparation for meaningful life and work will stand out—to students, families and employers alike.
The Moment to Act
Sam recently completed an internship after doing a few job shadow experiences. Through reflection and guidance, he discovered more confidence and a clearer sense of what he wants to do next. Watching that transformation reminded me why this work matters. He’s more self-aware, more skilled and more prepared for whatever comes next.
We’re standing at a crossroads in higher education. Workforce demands are evolving. Public trust is wavering. Student expectations are shifting. The traditional models that once served us well are showing their limits. If we invest now—in redesigning curricula, deepening partnerships, expanding access and telling our story—we can ensure our students, and our institutions, thrive in a rapidly changing world.
As higher education professionals, we have both an opportunity and a responsibility to act. The convergence of these forces—the job market, the value conversation, the demand for relevance—means the time for incremental change is over. We must lead boldly together. The time is now.
*Not the actual name of the student.
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