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Contribution short abstract

The discussion presents a bold, competency-based model that breaks academic silos, blends global fluency with technical rigor, and uses experiential, portfolio-driven assessment to shape adaptable, ethical, future-ready graduates.

Contribution long abstract

As global challenges grow increasingly complex and interconnected, higher education institutions must reimagine how they prepare students to thrive as ethical, innovative, and globally attuned leaders. This discussion presents Plaksha University’s competency-based, experiential education model, implemented through the Grand Challenge Scholars Programme (GCSP), as a framework for developing future-ready graduates equipped with both technical expertise and transversal skills. Moving beyond traditional, siloed learning, the model integrates five core competencies, research and innovation, global and intercultural fluency, interdisciplinary collaboration, entrepreneurial mindset, and civic and social responsibility. Drawing on portfolio-based assessment tools such as logbooks, reflective essays, and project portfolios, the programme emphasises authentic learning outputs over attendance or examinations. It embeds human-centred design, intercultural engagement, and community partnership to cultivate adaptability, empathy, and problem-solving skills essential for navigating rapidly evolving global landscapes. The discussion highlights practical takeaways for educators and policy makers: designing intentional, flexible frameworks; linking internationalisation to purpose-driven learning; and fostering cross-sectoral ecosystems that connect students with researchers, start-ups, NGOs, and industry mentors. It argues that competency-based internationalisation offers a scalable, context-sensitive model for institutions seeking to meaningfully enhance student agency, employability, and global citizenship in the 21st century.