Many Informatics Graduates, So Why Is Industry Still Short of Digital Talent?

Indonesia is enjoying a boom in digital transformation. Nearly all sectors are racing to leverage technology to boost efficiency and competitiveness. The government is pushing for the digitalisation of public services, companies are developing data-driven systems, while the rise of artificial intelligence is increasingly reshaping how various industries operate. Amid this trend, the demand for digital workers continues to rise. Informatics Engineering, Information Systems, and related fields have become some of the most popular majors in many universities. Each year, thousands of new graduates enter the job market hoping to become part of Indonesia’s digital economy. However, an interesting irony has emerged. On one hand, the number of information technology graduates continues to grow, but on the other, companies still complain about the difficulty of finding job-ready digital talent. This complaint comes not only from startups but also from the banking, manufacturing, and government sectors. The question is simple: if there are more and more Informatics graduates, why does the industry still feel a shortage of digital workers? The problem, it turns out, lies not in the number of graduates, but in the gap between the competencies learned on campus and the real needs of the working world. For years, higher education in Indonesia has tended to position students as recipients of material. Success is often measured through exam scores, grade point averages, and the ability to complete academic assignments. Yet the working world has different metrics. Companies do not just need someone who can explain algorithm concepts or memorise programming language syntax. They need individuals who can solve problems, adapt to technological changes, work in teams, and produce solutions that can be used by society. This is the weak point still often found in many new graduates. Not a few students achieve high grades during their studies but struggle when asked to develop a digital product that truly answers user needs. They are accustomed to working on projects to fulfil lecturers’ assignments, not to solve real problems. This phenomenon shows that technology education has not fully succeeded in building the mindset of a problem solver. This condition has become even more challenging since the arrival of generative AI such as ChatGPT, Gemini, and various other programming tools. If previously the ability to write code was a programmer’s main advantage, now some technical work can be done faster with the help of AI. This shift is changing industry needs. Companies are no longer looking for people who can only type code. They are looking for individuals who can understand problems, design solutions, evaluate results, and make the right decisions. In other words, in the AI era, the ability to think is more important than the ability to memorise. Unfortunately, some students are still trapped in a grade-oriented learning pattern. Many consider passing a course as the final goal, when it is merely one stage in the learning process. As a result, when entering the workforce, they have a diploma but minimal real experience. Yet today, a portfolio often attracts recruiters’ attention more than an academic transcript. A successfully developed application, contributions to open-source projects, internship experience, or involvement in technology competitions can be concrete proof of a person’s abilities. In fact, not a few companies are starting to prioritise practical skills over formal educational backgrounds alone. This phenomenon shows that the working world is moving towards a more competency-based approach. If this condition is left unchecked, the impact will not only be felt by new graduates. The industry will also bear the consequences in the form of high retraining costs, low initial employee productivity, and a slow innovation process. Furthermore, Indonesia risks losing momentum in the global digital economy race. While other countries compete to prepare adaptive and innovative talent, we are still grappling with the issue of competency gaps. Therefore, changes must be made from various sides. Universities need to strengthen project-based learning that allows students to engage in solving real problems. Campuses must also be more active in establishing cooperation with industry so that curricula can keep pace with rapidly evolving technology. On the other hand, students also need to change their perspective on education. Studying is not merely a process of obtaining a diploma, but an opportunity to build competence and experience. Participating in internships, building a portfolio, being active in technology communities, and working on personal projects must become part of the learning process. Meanwhile, the industry needs to open more space for collaboration with the education sector. Internship programmes, mentoring, and joint projects can serve as a bridge to reduce the gap between theory and practice. Ultimately, the future of Indonesia’s digital transformation is not determined by how many Informatics graduates are produced each year. What is more decisive is the quality of talent capable of adapting, innovating, and solving real problems. Indonesia does not lack Informatics graduates. What we still need are more problem solvers. In the midst of the AI era and the ever-evolving digital revolution, that ability will be the differentiator between mere job seekers and creators of change.