Many Informatics Graduates, So Why Is Industry Still Short of Digital Talent?
Indonesia is enjoying a digital transformation boom. Almost every sector is racing to harness technology to boost efficiency and competitiveness. The government is pushing the digitalisation of public services, companies are developing data-driven systems, and advances in artificial intelligence (AI) are increasingly reshaping how various industries operate.
Amid this trend, demand for digital workers continues to rise. Informatics Engineering, Information Systems and related study programmes have become some of the most popular majors at many universities. Every year, thousands of fresh graduates enter the job market hoping to become part of Indonesia’s digital economy.
Yet an intriguing irony has emerged. On one hand, the number of information technology graduates keeps growing; on the other, companies still complain about how difficult it is to find digital talent that is ready to work. These complaints come not only from startups, but also from the banking, manufacturing and government sectors.
The question is simple: if informatics graduates are becoming more numerous, why does industry still feel short of digital workers?
The problem turns out to lie not in the number of graduates, but in the gap between the competencies taught on campus and the real needs of the workplace.
For years, higher education in Indonesia has tended to treat students as passive recipients of material. Success is often measured through exam grades, grade point averages and the ability to complete academic assignments. Yet the world of work has different yardsticks.
Companies do not merely need someone who can explain algorithmic concepts or memorise programming syntax. They need individuals who can solve problems, adapt to technological change, work in teams and deliver solutions that people can actually use.
This is the weak point still frequently found among many fresh graduates. Quite a few students earn high marks at university but struggle when asked to develop digital products that genuinely address users’ 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 yet fully succeeded in building a problem-solver mindset.
The situation has become even more challenging with the arrival of generative AI such as ChatGPT, Gemini and various other programming assistants. Whereas the ability to write code was once a programmer’s chief advantage, much of the technical work can now be done faster with the help of AI.
This shift is changing industry needs. Companies are no longer looking for people who can merely type code. They seek individuals who can understand problems, design solutions, evaluate outcomes and make sound decisions.
In other words, in the age of AI, the ability to think matters more than the ability to memorise.
Unfortunately, many students remain trapped in a grade-oriented approach to learning.
Many treat passing courses as the end goal, when it is merely one stage in the learning process. As a result, when they enter the world of work, they hold a diploma but lack real experience.
In fact, portfolios now often attract recruiters’ attention more than academic transcripts. A successfully developed application, contributions to open-source projects, internship experience or involvement in technology competitions can serve as concrete proof of a person’s abilities.
Indeed, a growing number of companies are beginning to prioritise practical skills over formal educational background alone. This phenomenon shows the world of work is moving towards a more competency-based approach.
If this situation is left unaddressed, the impact will not be felt by fresh graduates alone. Industry will also bear the consequences: high retraining costs, low initial employee productivity and slower innovation.
Beyond that, 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 the competency gap.
Change must therefore happen on several fronts.
Universities need to strengthen project-based learning that involves students in solving real problems. Campuses must also engage more actively with industry so that curricula can keep pace with rapidly evolving technology.
For their part, students need to change their outlook on education. University is not merely a process of obtaining a diploma, but an opportunity to build competence and experience. Internships, portfolio building, active participation in tech communities and personal projects must all become part of the learning process.
Meanwhile, industry needs to open up more space for collaboration with the education sector. Internship programmes, mentoring and joint projects can serve as bridges that narrow the gap between theory and practice.
Ultimately, the future of Indonesia’s digital transformation will not be determined by how many informatics graduates are produced each year. What matters more is the quality of talent able to adapt, innovate and solve real problems.
Indonesia does not lack informatics graduates. What we still need are more problem-solvers. In the midst of the ongoing AI era and digital revolution, that ability will be the difference between mere job-seekers and agents of change.