Authentic learning is a critical pedagogy and curriculum requirement in higher education to better prepare students for future workforce requirements. As such, educators adopt a range of authentic learning tasks such as work-integrated learning, industry reports, and field trips to enable student engagement in current industry issues. Although such actions are practical and have valuable impact on students, there has been little effort to narrow the theoretical gap. The present study addresses this by extending the authentic learning three-factor model (construction of knowledge, disciplined inquiry, and value beyond school) to evaluate the perceptions of educators in THE higher education towards their understanding and embeddedness of authentic elements in their teaching curriculum to better prepare industry-ready graduates. In-depth interviews were conducted with higher education THE academics (n = 21) in Australia, New Zealand, The Netherlands, and Scotland. Thematic analysis using NVivo revealed seven key themes within the authentic learning three-factor model: knowledge co-creation and scaffolding, customising knowledge and experiences, student engagement, educator capability, industry readiness, real-world problems, and meaningful connections. The proposed seven standards necessitate a paradigm shift in curriculum design, syllabus structuring, and student assessment within THE institutions. Emphasising industry-readiness as a core objective, educators must align their teaching approaches with the theoretical findings of this research to better prepare students for real-world challenges. © 2024 Society for Research into Higher Education.
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