Emerging Industry 5.0 Opportunities and Industry readiness of MBA graduates - How to bridge the gap?

International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5309 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 Emerging Industry 5.0 Opportunities and Industry readiness of MBA graduates - How to bridge the gap? Ms. S. Lakshmidevi1, Dr. P. S. Manjula2 1Research scholar, University of Madras 2Assistant Professor, University of Madras ABSTRACT: Technological breakthroughs keep ascending day by day in today’s fast paced, ever evolving world. To keep ourselves ever ready is the challenging milestone in the world driven by technology. There is a sea of opportunities that these disruptive changes like Artificial Intelligence, Internet of Things, Big data analytics brings forth to the student community. industry 5.0, the emerging, human centric industrial revolution is not an exception to this. How far the educational institutions are successful in bridging the gap between industrial expectations and actual student preparedness is always a focus area of interest to the academia. The current study focused upon the factors affecting industrial readiness of MBA graduates with regard to the emerging opportunities that the paradigm shifts from industry 4.0 to industry 5.0 has opened up. The researcher focused on narrowing down the challenging factors that hinders the industrial readiness of MBA graduates for the emerging industry 5. 0 opportunities. The study used stratified sampling technique to collect data from different strata catering to different specialization groups among MBA graduates. The study also focused on the impact of NEP curriculum in creating an attitude fostering sustainability and circularity among MBA student fraternity moulding them to be environmentally responsible Industry ready MBA graduates. KEYWORDS: Disruptive technologies, Industry readiness, Industry 5.0. INTRODUCTION India has to make strides in preparing its workforce for industry 5.0 as it demands a very skilled workforce with more talents in communication and problem solving. If the skill gap occurs in the indemand skills and existing skills, we will not be able to tap the full benefits of industry 5.0. Latest technologies like internet of things, big data analytics, machine learning all play a pivotal role in creating industry, ready prospect workforce suitable to the demands in industry 5.0 scenario. Developing industry ready workforce is the need of the hour to march ahead in the journey of wholistic sustainable development The skill gap exists between industry 5.0 expectations and the prospect workforce that are being moulded at different universities. The present study focuses on the industry readiness of MBA graduates regarding the emerging industry 5.0 opportunities. Industry 5.0 is an emerging and dynamic automation revolution focusing more on the technology with a human touch. Here, the focus is on more integration of humans with machines so that more harmonious synergy happens between the two for better productivity and efficiency at the workplace. According to industry 5.0 concept, the role of humans at the workplace is enhanced with better value without any turbulence as the concept aims at automation with a soul. Empowered humans can perform better in industry 5.0 as compared to industry 4.0. The emerging concept of industry 5.0 is envisaging a production environment with a human touch since its focus is upon human impact, all latest technology technologies like internet of things, big data analytics, all in a supporting and complementing role to assist human capabilities. Human capital becomes a core value in industry 5.0. works along with collaborative robots, namely cobots for better productivity, focusing on more human centered design approaches. OBJECTIVES OF THE STUDY ● To understand the industry readiness of MBA graduates towards emerging industry 5.0 opportunities ● To find out various factors that need to be addressed to meet the challenges in creating industry 5.0 ready MBA graduates. ● To find out the relationship between new education policy and its contribution towards industry 5.0 readiness International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5310 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 REVIEW OF LITERATURE According to G. A. Yunusova (2003), the education system encompasses the prevailing policies, structures, practices, and institutions that govern education within a specific region or country. It includes a broad array of components, such as early childhood education, primary and secondary education, higher education, vocational training, curriculum development, examination methods, and educational governance. The current education system primarily focuses on developing the Intelligence Quotient (IQ), which measures aspects like knowledge, problem-solving skills, visual-spatial abilities, memory, and logical reasoning (A. Oommen, 2014) However, with the advent of Artificial Intelligence (AI) and augmented intelligence, these human skills are losing their dominant role. Possessing a high IQ alone is no longer sufficient to meet the demands of contemporary society and workplaces. Therefore, to fully develop students' potential, it is essential to cultivate not only IQ but also emotional intelligence and resilience (K.MajWasniowska etal.2023) Professionals will need to be more proactive and adaptable in response to the rapid evolution of technology, necessitating more frequent and ongoing learning. This shift may increase their financial and time commitments. Industry 5.0 focuses on investing in human competence, behavior, and creative efficiency, supporting and empowering people amidst technological advancements rather than leaving them behind. Humans must learn new skills, adapt to new situations, and be motivated and satisfied in their work (Pacher, Woschank, and Zunk 2023). Human factors professionals can assist by providing training, mentorship, and continuous learning opportunities, as well as designing systems that offer feedback, guidance, and recognition. In summary, human-centricity in Industry 5.0 acknowledges the value of humans in the workplace and fosters an environment that supports their well-being and growth. Leng, Jiewu, et al. (2022) in explored the evolutionary trajectory of Industry 5.0, highlighting three key characteristics: humancentricity, sustainability, and resiliency. In the study conducted by Setia Hermawati etal . (2024), they provide a comprehensive overview of the current state of readiness in Ergonomics/Human Factors (E/HF) for Industry 5.0, as well as the desired future state. The study also highlights the gaps and challenges that need to be addressed. This information is valuable for researchers, educators, and practitioners to understand the current trends and future directions in industrial innovation. Furthermore, it can help them develop and implement effective strategies to enhance E/HF readiness. Secondly, the study underscores the pivotal role of human factors professionals in realizing the human-centered vision of Industry 5.0. Achieving this vision requires a holistic approach that prioritizes human well-being, empowerment, and growth. Professionals can contribute to human factors by designing and evaluating human-machine systems and interactions that are collaborative, respectful, and mutually beneficial. Developing these skills will enhance their professional development and career prospects, enabling them to contribute to the advancement of human-centric technology. The gaps identified suggest that current curricula in E/HF-accredited courses and professional activities require adjustments to better equip professionals for supporting the realization of human-centricity in Industry 5.0. According to Broo etal (2022) Engineering education requires a curriculum revamping to prepare prospect engineers to meet the advancing expectations of the industry. The study also focuses on the key challenges and opportunities for aligning engineering education in line with industry 5.0 principles. This study suggests lifelong learning opportunities and industry collaborations to fine tune the students to meet the industry requirements. The National Education Policy (NEP) 2020 in India includes provisions for integrating emerging technologies such as Artificial Intelligence (AI), the Internet of Things (IoT), and other advancements into the curriculum. The NEP 2020 emphasizes equipping students with 21st-century skills, including technological literacy and problem-solving abilities. New Education Policies (NEP) in various countries aim to reform and modernize educational systems to better prepare students for future challenges, including those posed by Industry 5.0. NEP prioritizes Science, Technology, Engineering, and Mathematics (STEM) education, along with emerging technologies like AI, Robotics, and Data Science. This prepares students with the necessary skills for the advanced technological landscape of Industry 5.0. The NEP stresses the importance of skill development and vocational training, ensuring students acquire practical skills that are directly applicable in the workplace. This includes hands-on experience with new technologies and machinery, essential for Industry 5.0. The policy promotes critical thinking, problem-solving, and analytical skills, crucial for adapting to the dynamic changes in Industry 5.0. It encourages students to be innovative and to approach problems with creative solutions. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5311 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 NEP incorporates elements that develop these skills, preparing students to work effectively in diverse and interdisciplinary teams. It supports the incorporation of digital tools and online learning, which are vital for staying updated with the latest technological advancements. This prepares students for a future where digital fluency and continuous learning are key to career success.NEP aims to provide inclusive and equitable access to education, ensuring that all students, regardless of background, have the opportunity to acquire the skills needed for Industry 5.0. In nutshell, the NEP's focus is on modernizing education, promoting a multidisciplinary approach, and emphasizing both technical and soft skills aligns well with the demands of Industry 5.0, preparing students to thrive in a rapidly evolving technological environment (Rupesh G Sawant, Umesh B Sankpal, 2021) RESEARCH METHODOLOGY The research design followed is descriptive in nature. Researchers used stratified sampling, and the sample consisted of Mba General, MBA supply chain and logistics, MBA business analytics, MBA digital marketing and the category “others” which included MBA in healthcare, tourism and media. Each strata consisted of 50 students. Primary data collected from these students as their views towards various statements provided in the questionnaire forms the basis of the analysis carried out. Structured questionnaire was used to collect the responses from the different strata. Collected data were analyzed using SPSS software. Demographic Profile of respondents Researchers selected students learning various specialisations of MBA as different strata of respondents to get a uniform picture of responses from all different viewpoints. Majority of the respondents were in the age group of 21 to 23. Researchers also included diversified university student categories including State, Deemed, Affiliated as well as Central universities for a more elaborate and diverse population for the representative sample selection. Table 1. Describes the demographic profile of the respondents in detail. Table 1 Variables Category Frequency Age Above 25 29 24-25 42 22-23 128 20-21 101 Gender Male 182 Female 118 University of Study State University 66 Deemed University 118 Affiliated To University 69 Central University 47 Specialisation in MBA Business Analytics 50 Digital Marketing 50 Conventional Specialisation (HR, Finance, Marketing, System, Operation) 50 Logistics & SCM 50 Health care 50 Travel & Tourism 50 The responses are collected from all these strata and compiled together for analysis. DATA ANALYSIS AND INTERPRETATION The reliability analysis is conducted by using Cronbach’s Alpha test. The test gave a number 0.907, which is a good measure of reliability of the questionnaire and all the 25 questions are considered to be reliable for conducting further tests. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5312 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 Table 2 KMO and Bartlett's Test Kaiser Meyer Olkin Measure of Sample Adequacy 0.804 Bartlett's Test of Sphericity Approx. chiSquare 1073.81 Df 200 Sig 0.000 Test results show that there is a significant degree of shared variance among the variables, which make it adequate to conduct factor analysis. The researchers have selected factor analysis as the method to group together the associated variables. Principal component analysis is conducted to reduce the many factors into identifiable groups. Table 3 shows the extraction value of various responses indicating industry readiness of MBA graduates from various streams of MBA. Table 3. Industrial readiness of MBA graduatePrincipal Component Analysis S. No Components Initial Extraction 1. Do you agree that the current MBA curriculum prepare you for industry 5.0 1.000 .632 2. Give your response on specific training related to industry 5.0 being offered in MBA curriculum. 1.000 .721 3. I have learnt about the challenging requirements of man machine integration in industry 5.0 1.000 .539 4. Continuous learning & upskilling are necessary to stay relevant in the era of industry 5.0 1.000 .641 5. My MBA Program include latest and emerging technologies like AI, IoT and Machine learning 1.000 .782 6. I feel there exists a gap between skills taught in my MBA program and the skills sets required for industry 5.0 1.000 .798 7. My MBA program cover the integration of Augmented Reality (AR) and Virtual Reality (VR) in business 1.000 .865 8. My MBA program help me to take leverage of IoT in business context 1.000 .724 9. We have competent systems to enhance personalised learning and to provide predictive insights 1.000 .681 10. My program trained me on cyber security necessary for industry 5.0 1.000 .752 11. My program taught me about ethical implication of industry 5.0 1.000 .657 12. I have got sufficient leadership training and communication skills training for the requirement of industry 5.o 1.000 .842 13. My MBA program places more emphasis on sustainable business practices 1.000 .743 14. Our college provides high speed internet access to students and faculty 1.000 .609 15. We are equipped with IoT devices, smart classrooms and campus automation 1.000 .652 16. We are ready to adapt to advanced technologies like AI, robotics, and smart automation in the workplace 1.000 .745 17. I am prepared to manage a work force that includes both human and robots 1.000 .573 International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5313 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 18. I have been equipped for conflict resolution strategies in teams that involve diverse skills, backgrounds, and human-machine interactions 1.000 .769 19. We are provided with advanced hardware devices like VR/AR devices that can support advanced application and simulations 1.000 .553 20. Our IT infrastructure has got scalability and flexibility to accommodate increasing students 1.000 .734 21. We are prepared to be in multidisciplinary teams and adapt to combine skills from technology, design, and social sciences, as Industry 5.0 requires. 1.000 .593 22. I have got sufficient leadership training and communication skills training for the requirement of industry 5.0 1.000 .682 23. I can inspire and motivate teams in an environment that merges cutting-edge technology with human skills 1.000 .789 24. I am prepared to take on leadership roles that prioritise human-centric values and employee wellbeing in an Industry 5.0 setting 1.000 .563 25. I can handle cross-cultural communication in globalised, digitally connected teams that are integral to Industry 5.0 1.000 .785 The variance of 25 variables ranges from 0.539 to 0.865, which shows that there is a significant variance between 50 and 80% for the 25 variables used in the questionnaire. Table 4. Industrial readiness factorsTotal variance Total Variance Explained S.No Initial Eigen values Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Total % of variance Cumulative % Total % of variance Cumulative % Total % of variance Cumulative % 1 5.152 20.608 20.608 3.064 20.576 20.586 3.873 12.652 16.679 2 3.942 15.768 36.363 2.631 15.787 36.373 4.842 12.942 29.621 3 3.013 12.052 48.415 1.698 12.096 48.469 1.763 11.647 41.268 4 2.512 10.048 58.463 1.634 10.034 58.503 2.734 12.523 53.791 5 1.891 7.564 66.027 1.252 7.132 65.635 3.942 13.784 67.575 6 .934 5.841 71.466 7 .723 4.856 76.322 8 .604 4.131 80.453 9 .615 4.263 84.716 10 .593 3.732 88.448 11 .504 3.073 91.521 12 .523 3.100 94.621 13 .511 3.092 97.106 14 .371 2.010 91.031 15 .427 2.983 94.014 16 .432 2.23 96.914 17 .332 1.923 91.775 18 .373 1.321 93.698 19 .273 .832 95.019 20 .194 .737 95.756 International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5314 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 21 .245 .817 96.573 22 .263 .823 97.396 23 .283 .851 98.247 24 .272 .832 99.079 25 .213 .921 100.00 Extraction Method: Principal Component Analysis Table 5. Factors influencing Industry readiness of MBA graduates (Rotated Component Matrix) Variables 1 2 3 4 5 Do you agree that the current MBA curriculum prepare you for industry 5.0 .823 Give your response on specific training related to industry 5.0 being offered in MBA curriculum .742 My MBA Program include latest and emerging technologies like AI, IoT and Machine learning .794 I feel there exists a gap between skills taught in my MBA program and the skills sets required for industry 5.0 .854 My MBA program cover the integration of Augmented Reality (AR) and Virtual Reality (VR) in business .736 My MBA program help me to take leverage of IoT technologies in business context .637 My program trained me on cyber security measures necessary for industry 5.0 .755 My program taught me about ethical implication of industry 5.0 .782 My MBA program places more emphasis on sustainable business practices .815 I believe that continuous learning & upskilling are necessary to stay relevant in the era of industry 5.0 .783 I have learnt about the challenging requirements of man machine integration in industry 5.0 .837 I have got sufficient training and willing to adapt to new skills requirement of industry 5.0 .756 I am prepared to manage a work force that includes both human and robots .638 Our college provides high speed internet access to students as well as facility .736 We are provided with advanced hardware devices like VR/AR devices that can support advanced application and simulations .648 We are equipped with IoT devices and smart classrooms and campus automation .792 We have competent systems to enhance personalised learning and to provide predictive insights .841 Our IT infrastructure has got scalability and flexibility to accommodate increasing students .672 I have got sufficient leadership training and communication skills training for the requirement of industry 5.0 .873 International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5315 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 I can inspire and motivate teams in an environment that merges cuttingedge technology with human skills .736 I am prepared to take on leadership roles that prioritize human-centric values and employee wellbeing in an Industry 5.0 setting .821 I can handle cross-cultural communication in globalized, digitally connected teams that are integral to Industry 5.0 .648 I have been equipped for conflict resolution strategies in teams that involve diverse skills, backgrounds, and human-machine interactions .794 We are prepared to work in multidisciplinary teams and adapt ourselves combining skills from technology, design, and social sciences, as Industry 5.0 requires. .754 We are ready to adapt to advanced technologies like AI, robotics, and smart automation in the workplace .852 1. Revamp in existing curriculum This first factor has 9 variables each of them having different component scores in the rotated component matrix. All these 9 variables are considered to be belonging to the same category named Need for revamp in existing curriculum. Among these nine, the variable belonging to students feeling of a lack of match between industry 5.0 requirements and their current curriculum content is the most relevant factor with a factor loading value of 0.854. Existing curriculum should be revived by incorporating industry 5.0 requirements like integration of latest technologies like artificial intelligence (AI), Internet of things (IoT) and machine learning to the academic curriculum. Curriculum should be able to prepare students for the emerging needs of Industry 5.0. Student should get to know about cyber security measures necessary for industry 5.0, and also about various ethical challenges and implications in the context of industry 5.0. Sustainability should be reinforced as the best practice of any organisation or industry. 2. Smart leadership to face the challenges of disruptive changes. This second factor has 4 variables each of them having different component scores in the rotated component matrix. All these 4 variables are considered to be belonging to the same category named Smart leadership to face challenges of disruptive changes. Industry 5.0 brings forth various challenging requirements like managing a diverse workforce consisting of menmachine interfaces. Human factors should be given prior importance to balance the disruptive changes brought about by advanced technologies. Continuous learning and upskilling are the need of the hour to stay relevant in the industry 5.0 era. 3. Need for latest IT infrastructure. This third factor has 5 variables each of them having different component scores in the rotated component matrix. All these 5 variables are considered to be belonging to the same category named Need for latest IT infrastructure. Facilities like high-speed internet connection, campus automation, advanced hardware devices like AR/VR devices that can support simulation, etc. are the requirements to take advantage of the disruptive change in a positive way. Competent IT infrastructure can promote enhanced personalised learning experience to the students. The requirement of a sound IT infrastructure facility with sufficient scalability and flexibility is the main challenge to meet the industry expectation regarding industry 5.0. 4. Inclusive culture. This fourth factor has 5 variables each of them having different component scores in the rotated component matrix. All these 5variables are considered to be belonging to the same category named Inclusive culture. Industry 5.0 has opened up the doors of diverse workmanship, including global workforce and cobots working together under a single roof. This new industrial revolution in the form of industrial 5.0, thrust upon the need of a more sustainable and inclusive industrial environment that focuses on human values. 5. Student mindset to adapt to new challenging requirements of industry 5.0 This fifth factor has 2 variables each of them having different component scores in the rotated component matrix. These variables are considered to be belonging to the same category named Student mindset to adapt to new challenging requirements of industry 5.0. Students should have an adaptable mindset to learn new technologies and assimilate the concept of lifelong learning. Flexibility and adaptability will be the key factor determining the industry readiness of students regarding emerging industry 5.0 opportunities. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5316 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 Table 6. Correlation analysis Industry Readiness for 5.O opportunity Incorporation of modern technologies like AI, IoT in NEP curriculum Incorporation of Sustainability in NEP curriculum Incorporation of communication skill development in NEP curriculum Industry Readiness for 5.O opportunities Pearson Correlation Sig. (2-tailed) N 1 250 .862** .000 250 .641* .017 250 .632** .011 250 Incorporation of modern technologies like AI, IoT in NEP curriculum Pearson Correlation Sig. (2-tailed) N .862** .000 250 1 250 .585 .141 250 .694 .110 250 Incorporation of Sustainability in NEP curriculum Pearson Correlation Sig. (2-tailed) N .641* .017 250 .585 .141 250 1 250 .693** .000 250 Incorporation of communication skill development in NEP curriculum Pearson Correlation Sig. (2-tailed) N .632* .011 250 .694 .110 250 .693** .000 250 1 250 ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed). The independent factor, Industry readiness for 5.0 opportunities, was correlated with various dependent factors like incorporation of technology in curriculum, Incorporation of sustainability principles in curriculum, Focus on communication skill development. Incorporation of modern technologies like AI, IoT in NEP curriculum had a strong correlation (0.862) with industry readiness of the students. Incorporation of sustainability concepts contributed positively to industry readiness, correlation value being 0.641. Incorporating communication skill development programs also has a valuable effect on with industry readiness, correlation value being 0.632. SUGGESTIONS Based on the analysis conducted and the corresponding findings, following suggestions are put forward by the researcher to reduce the challenges faced by the students to equip themselves for industry ready for the emerging industry 5.0 opportunities. 1.The study identified five major factors influencing the industrial readiness of MBA graduates namely Need for revamp in existing curriculum, Smart leadership to face the challenges of disruptive changes, Need for latest IT infrastructure, Inclusive culture, Student mindset to adapt to new challenging requirements of industry 5.0 So the researchers suggest careful interventions on the five major factors to create an industry ready student fraternity. 2. The study found out that Industry readiness for 5.0 opportunities, was correlated with various dependent factors like incorporation of technology in curriculum, Incorporation of sustainability principles in curriculum and focus on communication skill development. So, there should be upgradation in the existing systems of curriculum by incorporating more of these elements to make the students industry ready. 3. NEP curriculum is able to contribute to more of industry readiness among students because of its inherent nature of creating more of practical aspects related to sustainability, inclusiveness, as well as blended learning opportunities. International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijcsrr/V8-i10-39, Impact Factor: 8.048 IJCSRR @ 2025 www.ijcsrr.org 5317 *Corresponding Author: Ms. S. Lakshmidevi Volume 08 Issue 10 October 2025 Available at: www.ijcsrr.org Page No. 5309-5317 CONCLUSION The study found out five major factors contributing to industry readiness of MBA graduates towards industry 5.0 opportunities viz.Revamp in existing curriculum, Smart leadership to face the challenges of disruptive changes, Availability of latest IT infrastructure, Inclusive culture, Student mindset to adapt to new challenging requirements of industry 5.0. Careful interventions to maximise the industrial readiness of students will of course need focus on these five factors and necessitate a learning environment fostering the same. Incorporation of modern technologies like AI, IoT in NEP curriculum had a strong correlation with industry readiness of the students, hence universities can assimilate the positive sides of the disruptive changes that these technologies bring along with them. REFERENCES 1. 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Yunusova, “Monitoring the quality of knowledge in the personoriented education system,” in International conferences, vol. 1, no. 2, 2023, pp. 641–643. 6. A. Oommen, “Factors influencing intelligence quotient,” Journal of Neurology & Stroke, vol. 1, no. 4, pp. 1–5, 2014. 7. W. Xian, K. Yu, F. Han, L. Fang, D. He, and Q.-L. Han, “Advanced manufacturing in industry 5.0: A survey of key enabling technologies and future trends,” IEEE Transactions on Industrial Informatics, 2023 8. Rupesh G. Sawant, Umesh B. Sankpal, National Education Policy 2020 and Higher education: a brief review 2021 IJCRT | Volume 9, Issue 1 Cite this Article: Lakshmidevi, S., Manjula, P.S. (2025). Emerging Industry 5.0 Opportunities and Industry readiness of MBA graduates - How to bridge the gap?. International Journal of Current Science Research and Review, 8(10), pp. 5309-5317. DOI: https://doi.org/10.47191/ijcsrr/V8-i10-39