As digital technology continues to reshape industries and academic practices, higher education must adapt to prepare graduates with the curiosity and flexibility required to thrive in a rapidly evolving landscape. This study explores how institutions can integrate technology-enhanced learning strategies into course design to cultivate critical thinking, creativity, and adaptability, equipping students with future-ready skills.

Through an autoethnographic lens, the author reflects on their career trajectory—from architectural training to teaching in a design-focused school—emphasising the importance of technological adaptability. This reflection is contextualised through desktop research, exploring innovative approaches to embedding curiosity-driven, technology-enhanced learning in higher education. The paper also considers the emerging role of AI as a tool to augment rather than undermine educational outcomes, challenging misconceptions of technology as a shortcut rather than a driver of deeper engagement and learning.

The study identifies actionable strategies for educators to integrate digital literacy, collaborative problem-solving, and curiosity-driven exploration into curricula. These approaches aim to enhance student resilience, ensuring graduates are prepared to tackle complex, technology-rich challenges in their professional lives.

The study offers practical insights into leveraging technology to create learning environments that inspire curiosity and adaptability, positioning higher education as a leader in navigating digital transformation. It advocates for reframing technological tools, such as AI, as enablers of innovation, encouraging a forward-looking mindset among students and educators alike.

Keywords: Curiosity, adaptability, graduate skills, digital transformation, technology in education.