Data-driven curriculum transformation for the digital economy: A strategic framework for higher education institutions

Abstract

Using occupational data from O*NET and 46,514 Dice.com job postings, this study examines how real-time labour-market intelligence can inform curriculum transformation in higher education. Guided by skill-biased technological change and socio-technical systems theory, the analysis identifies 914 high-frequency digital skills and shows that employer demand combines technical capabilities with transversal competencies such as collaboration, management, and communication. The results also expose a distinct long tail of niche skills and the growing complexity of foundational roles. The study contributes a practical framework for translating complex labour-market signals into curriculum review, programme design, and micro-credential planning.