This study investigates the impact of real-world learning experiences, specifically employer engagement and problem-based learning, on the employability of private university students in Oyo State, Nigeria. Given the persistent challenge of graduate unemployability, attributed to factors such as skills mismatch and outdated curricula, this research focuses on integrating academic theory with practical experience to better prepare students for the workforce. Real-world learning, which includes activities such as internships, employer collaboration, and problem-solving exercises, has been shown to enhance students’ workplace readiness and professional networks. This study, guided by Human Capital and Experiential Learning Theories, utilizes a descriptive survey research design, involving 1,000 final-year students across six private universities, with a response rate of 76.2%. Data were gathered through a four-point Likert scale questionnaire (reliability: r = 0.914) and analyzed using both descriptive and inferential statistics, including multiple regression at a 0.05 significance level. Findings indicate a significant positive relationship between real-world learning and employability (R2 = 0.777, F(2, 759) = 2644.42, p < 0.000), with employer engagement having a more substantial influence on employability (β = 0.561) than problem-based learning (β = 0.471). This research underscores the importance of real-world learning in bridging the employability gap, providing actionable recommendations for universities, policymakers, and industry leaders to enhance student employability through practical curriculum integration. Additionally, it suggests increased collaboration with employers for feedback, advisory roles, and involvement in curriculum development. The study’s insights contribute to the body of knowledge on employability, with implications for refining educational practices to meet market demands. Future research could broaden this scope by incorporating other forms of experiential learning, such as entrepreneurship education, and expanding to public universities for comparative analysis. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. All Rights Reserved.
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