This study explores how artificial intelligence (AI)-driven educational technologies enhance workforce reskilling effectiveness and bridge the gap between education and industry needs. Focusing on AI-driven content personalization and adaptive learning with engagement tools, the research examines their combined influence on professional skill development and the mediating role of industry–academia collaboration. Using a quantitative descriptive correlational design, data were collected from 230 professionals, trainers, and employees across various sectors engaged in AI-supported training programs. Statistical analyses including correlation, regression, and mediation confirmed that both AI-driven personalization and adaptive learning have a significant positive impact on reskilling outcomes, with adaptive learning showing the strongest influence. The study also found that industry–academia collaboration serves as a vital bridge, strengthening the relationship between AI innovations and workforce reskilling by aligning educational content with real-world job demands. The findings indicate that AI technologies not only enhance learning efficiency but also promote engagement, confidence, and sustained motivation among learners. Furthermore, strong collaboration between academic institutions and industries ensures that AI-integrated training remains relevant and future-focused. The research concludes that combining AI-based adaptive systems with institutional partnerships can create a more inclusive, efficient, and sustainable model for workforce reskilling in the era of digital transformation.
Kumar, R., & Li, Y. (2025). Artificial intelligence and workforce transformation: Implications for higher education. Journal of Learning Analytics, 12(1), 33–48.
Chen, L., Smith, J., & Patel, A. (2024). Generative AI and personalized learning: Opportunities and challenges. Computers & Education, 195, 104713.
Rodriguez, P., & Wang, H. (2023). Adaptive learning systems in corporate training: A meta analysis. Educational Technology Research and Development, 71, 1459–1478.
Brown, T., & Sinha, R. (2024). University industry partnerships for closing the skill gap: A global perspective. International Journal of Educational Development, 103, 102245.
Brown, T., & Sinha, R. (2024). University–industry partnerships for closing the skill gap: A global perspective. International Journal of Educational Development, 103, 102245.
Chen, L., Smith, J., & Patel, A. (2024). Generative AI and personalized learning: Opportunities and challenges. Computers & Education, 195, 104713.
HolonIQ. (2025). Education trends snapshot: AI skills and workforce pathways. HolonIQ Research.
Kumar, R., & Li, Y. (2025). Artificial intelligence and workforce transformation: Implications for higher education. Journal of Learning Analytics, 12(1), 33–48.
Lin, M., & Zhao, K. (2025). AI-enabled learning analytics and training efficiency: Evidence from corporate education. IEEE Transactions on Learning Technologies, 18(2), 112–123.
Rodriguez, P., & Wang, H. (2023). Adaptive learning systems in corporate training: A meta-analysis. Educational Technology Research and Development, 71, 1459–1478.
Yan, Q., & Choi, S. (2023). Ethical challenges of AI in education: A systematic review. Computers in Human Behavior, 146, 107753.
Bhattacharjee, A., Ghosh, A., Islam Juman, M. K., & Hossen, M. (2024). Augmented intelligence for knowledge management and green education in the post-COVID-19 era. In A. Bhattacharjee (Ed.), Integrating generative AI in education to achieve sustainable development goals (pp. 47–71). IGI Global.
Johnson, R., Lee, P., & Chen, Y. (2022). Artificial intelligence in personalized learning environments. Journal of Educational Technology Research, 40(3), 215–229.
Zhou, H., & Kim, S. (2023). Adaptive recommendation systems for workforce reskilling using AI analytics. Computers & Education Advances, 19(2), 88–102.
Rahman, T., Akter, S., & Hasan, N. (2024). AI-driven personalization for professional learning and motivation. International Journal of Digital Learning Innovation, 6(1), 33–49.
Juman, M. K. I., Chowdhury, M. T. I., Karim, A. M., Synthia, T. I. C., & Ruma, I. J. (2025). The nexus of ESG practices and sustainable firm success: Evidence from Bangladesh’s banking sector. International Journal of Academic Research in Business and Social Sciences, 15(9), 1601–1618.
Ahmed, L., & Lim, S. (2022). Adaptive artificial intelligence in digital education: Transforming personalized learning. Journal of Smart Learning Systems, 15(2), 90–108.
Rahman, T., Akter, S., & Hasan, N. (2024). AI-driven personalization for professional learning and motivation. International Journal of Digital Learning Innovation, 6(1), 33–49.
Park, J., & Zhao, T. (2023). Intelligent engagement systems for online and hybrid learning environments. International Journal of Educational Innovation, 28(1), 56–74.
Singh, R., & Verma, A. (2022). University–industry partnerships for innovation and skill development in the AI era. Journal of Higher Education and Workforce Research, 11(3), 120–136.
Yeasmin, K. F., Juman, M. K. I., Chowdhury, M. T. I., Synthia, T. I. C., Hossain, M., & Jalil, A. (2025). Towards sustainable AI: Green accounting-based model for measuring the environmental cost of intelligent systems. International Journal of Academic Research in Accounting, Finance & Management Sciences, 15(4), 156–181.
Mishra, A., & Jha, P. (2025). The role of adaptive AI systems in workforce productivity and skill development. Educational AI Journal, 12(1), 55–72
Ahmed, L., & Lim, S. (2022). Adaptive artificial intelligence in digital education: Transforming personalized learning. Journal of Smart Learning Systems, 15(2), 90–108.
Park, J., & Zhao, T. (2023). Intelligent engagement systems for online and hybrid learning environments. International Journal of Educational Innovation, 28(1), 56–74.
Rahman, T., Akter, S., & Hasan, N. (2024). AI-driven personalization for professional learning and motivation. International Journal of Digital Learning Innovation, 6(1), 33–49.
Polas, M. R. H., Juman, M. K. I., Karim, A. M., Tabash, M. I., & Hossain, M. I. (2020). Do service quality dimensions increase the customer brand relationship among Gen Z? The mediation role of customer perception between the service quality dimensions (SERVQUAL) and brand satisfaction. International Journal of Advanced Science and Technology, 29(4), 1050–1070.
Mishra, A., & Jha, P. (2025). The role of adaptive AI systems in workforce productivity and skill development. Educational AI Journal, 12(1), 55–72.
Hossain, A., Khan, M. Y. H., Hossain, M. M., Rony, M. B., Juman, M. K., Sultana, F., & Rahaman, A. (2024). E-shopping decisions during the COVID-19 pandemic in Bangladesh: The mediating role of consumers’ psychology. Environment and Social Psychology, 9(9), 2966.
Juman, M. K. I., Yeasmin, K. F., Chowdhury, M. T. I., Karim, A. M., & Synthia, T. I. C. (2025). Sustainable business transformation: Design guidelines for integrating conceptual ethics in sustainability business evaluation in Dhaka, Bangladesh. International Journal of Academic Research in Economics and Management Sciences, 14(3), 849–869.
Johnson, R., Lee, P., & Chen, Y. (2022). Artificial intelligence in personalized learning environments. Journal of Educational Technology Research, 40(3), 215–229.
Zhou, H., & Kim, S. (2023). Adaptive recommendation systems for workforce reskilling using AI analytics. Computers & Education Advances, 19(2), 88–102.
Bhattacharjee, A., Vansal, B., & Juman, M. K. I. (2021). COVID-19 emergency: Faux healthcare service causes distress and life dissatisfaction. Asian Journal of Medicine and Health, 18(12), 53–61.
Singh, R., & Verma, A. (2022). University–industry partnerships for innovation and skill development in the AI era. Journal of Higher Education and Workforce Research, 11(3), 120–136.
Juman, M. K. I., Chowdhury, M. T. I., Siam, I. I. C., Yeasmin, K. F., Synthia, T. I. C., & Bhuiyan, M. M. I. (2025). Artificial intelligence and the transformation of educational access and equity: A critical study of technological inclusion in South Asia’s learning ecosystem. International Journal of Academic Research in Business and Social Sciences, 15(11), 52–82.
Mishra, A., & Jha, P. (2025). The role of adaptive AI systems in workforce productivity and skill development. Educational AI Journal, 12(1), 55–72.
Alshammari, M. T., & Qureshi, M. I. (2024). Artificial intelligence adoption in higher education: A systematic review of opportunities and barriers. Journal of Educational Management and Technology, 14(2), 55–72.
Zhang, H., & Lee, J. Y. (2025). AI-supported skills forecasting models for workforce development: Implications for education policy. International Journal of Workforce Analytics, 9(1), 22–40.
Williams, D., & Carter, S. (2023). Machine learning-driven competency assessment in professional training environments. Journal of Digital Learning Systems, 18(4), 301–320.
Rahman, M. S., & Chowdhury, A. A. (2024). Digital inclusion and AI-enabled learning: Challenges for developing countries. Asian Journal of Digital Education, 7(1), 14–29.
Silva, R., & Tavares, M. (2023). Industry 4.0 and reskilling: The impact of AI-based learning ecosystems on employee adaptability. Journal of Industrial Innovation Studies, 5(3), 112–128.
Bhattacharjee, A., & Juman, M. K. I. (2020). Does delay or scarcity in working capital increase unexpected financial risk for women entrepreneurs in the developing country? International Journal of Economics, Commerce and Management, 8(8), 433–446.
Kumar, P., & Mishra, B. (2024). AI-driven microlearning platforms and employee performance enhancement: Evidence from service industries. International Journal of Organizational Learning, 12(2), 67–85.
Khan, F. R., & Yamada, T. (2025). Human–AI collaboration in higher education: A framework for future-ready skill development. Journal of Future Education Research, 10(1), 88–104.
Ortega, L., & Ramirez, S. (2024). Predictive analytics in adaptive e-learning systems: Impacts on learner engagement and satisfaction. Computers in Smart Education, 6(2), 58–76.
Abdullah, A., & Noor, N. (2023). AI governance and ethics in digital learning ecosystems: A multi-stakeholder analysis. Journal of Ethical Technology in Education, 4(1), 25–44.
Islam, S., & Mahmud, K. (2025). Industry–academia co-creation for AI-driven workforce transformation: A mixed-method study. South Asian Journal of Skills and Innovation, 3(2), 101–120.
Juman, M. K. I., Jalil, A., Yeasmin, K. F., Tamanna, N., Roy, T. C., & Jahan, I. (2025). AI-Driven EdTech Innovations for Workforce Reskilling: Bridging Education and Business Needs. International Journal of Academic Research in Business and Social Sciences, 15(11), 808–829.
Copyright: © 2025 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
