Identifying industry 5.0 workforce skills for sustainable and human centric transformation: A multi-stakeholder...

Rapid digital transformation, sustainability imperatives, and the shift toward Industry 5.0 are reshaping labour market demands. However, developing economies face persistent skill mismatches, as educational institutions struggle to determine which competencies should be developed and supported. Despite growing attention to digital and green skills, limited research guides on identifying and supporting these competencies within educational systems. This study aims to identify the key skills that facilitate workforce transformation during the digital transition in educational institutions to strengthen workforce readiness. This exploratory qualitative study was conducted in a developing country context, using an expert panel technique with 10 experts from industry and academia. Data were analysed iteratively using MAXQDA software for thematic coding. The findings, interpreted through the Socio-Technical Theory (STT) lens, reveal strong interdependencies among people, technology, the environment, culture, structures, and tasks. Emerging skills reflect a shift toward digital platforms and technological adaptations. Additionally, soft, digital, and cross-functional skills highlight the human dimension, while cultural readiness and leadership emphasise the cultural aspects of Industry 5.0. The need for curriculum reform and stronger industry collaborations further contributes to the structural transformation. Environmental sustainability pressures to frame these changes within broader systemic demands. Theoretically, this study used socio-technical perspectives on workforce transformation by integrating digital and green competencies, thereby contributing to the emerging literature on skill alignment for Industry 5.0. In practice, the findings offer actionable insights for curriculum redesign, institutional planning, and industry-academia collaboration, enabling educational institutions to strategically allocate resources to required competencies.