It is a question universities around the world grapple with: are the courses we teach actually preparing students for the jobs that exist? For business students in Myanmar, the answer, according to new research led by IES Dean Dr. Zina Kyriakou, is not always.

The study, presented at the 2025 UIIN Conference in Amsterdam, explores how Myanmar business students experience industry-designed curricula, and what is working, and what is not. Drawing on interviews with 46 students from across Myanmar’s seven states, the research surfaces some uncomfortable truths about the gap between classroom content and local economic reality.

A recurring finding is that much of the industry-influenced curriculum currently on offer is built around Western business models, which do not always translate meaningfully to Myanmar’s distinct cultural, social, and economic landscape. Students are learning frameworks designed for contexts very different from their own, leaving some feeling underprepared for the local job market.

At the same time, the research highlights what students do respond to: hands-on, practical learning. Internships, workshops, and real-world projects were consistently valued over traditional lecture-based teaching, pointing to a clear appetite for education that connects theory to practice.

The study also raises important questions about access. Industry-informed programmes, particularly those offered by transnational institutions, often come with high price tags that place them out of reach for students from lower-income backgrounds.

Dr. Kyriakou and the IES research team call for a more context-sensitive approach to curriculum design, one that reflects local needs, prioritises practical learning, and ensures that cost does not become a barrier to quality education.

To read more of Dr. Zina’s work, please visit her ResearchGate ou Academia.edu profile.