'Skill University' is a rather new concept in higher education in India. It is envisioned in the National Policy for Skill Development and Entrepreneurship (2015). The goal of Skill Universities is to provide industry-focused education and training with flexible entry and exit points at NSQF level 4 and above. Among other objectives, they conduct applied research and enhance the quality and relevance of industry training programs. This new concept responds to identified challenges such as limited access to higher education in India, particularly in socio-economically disadvantaged areas. A rigid separation of disciplines in higher education, as well as limited teacher and institutional autonomy, are expected to be improved within this new type of higher education institution. In addition, the use of local languages in teaching, currently uncommon in Indian higher education, may be expanded. The establishment of new higher education institutions requires university teachers to strengthen a range of competences and skills, including interdisciplinary collaboration, cooperation with industry, engagement with communities, recognition of the impact of teaching methods on learning, and support for lifelong learning (Ministry of Human Resource Development, 2020; Naveen, 2024; UGC, n.d.). The development of a pedagogical paradigm for emerging types of higher education institutions is a complex, multi-layered process. Existing research on student-centered pedagogical approaches in India suggests that the use of diverse teaching strategies leads to improved learning outcomes (Kulkarni et al., 2019; Ramulu et al., 2025; Sharma, 2022). While parallel reforms in higher education systems abroad—such as the establishment and pedagogical development of universities of applied sciences in Europe—can provide valuable insights, it is essential to consider significant differences arising from distinct historical and cultural contexts. Implementing more participatory pedagogical approaches within a traditionally teacher-centered culture presents challenges that must be carefully addressed. This presentation highlights progress in the development of skill-based university pedagogy, drawing on research, national higher education policies, and the presenters’ experiences in India. The paper will explore models such as Design-Based Education (DBE) in the context of Indian higher education and highlight key competences required for the professional development of Skill University teachers as these institutions evolve. The discussion will also consider the role of research and how it is represented in Skill University policy documents in relation to the ongoing pedagogical paradigm shift.

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