This study aimed to evaluate the preparedness of Ugandan university students for the AI-driven gig economy as a means to advance decent work opportunities. A mixed-methods approach was employed, incorporating a survey of 250 students and semi-structured interviews with 20 university staff from five major Ugandan universities, selected through purposive sampling. Study findings indicate that while foundational business and marketing skills are relatively well-integrated into the curricula, significant deficiencies exist in providing AI-specific training and digital skills development. Only 30% of respondents agreed that their programs adequately cover AI competencies, and merely 35% perceived that lecturers possess sufficient training in digital technologies. Moreover, infrastructural challenges further impede practical learning. Notably, students with prior gig economy experience exhibited higher confidence levels in transitioning to AI-driven freelance work than their counterparts. The study highlights the urgent need for curricula reforms, enhanced faculty development programs, and strategic investments in digital infrastructure to better align academic offerings with industry demands. This study contributes valuable insights for policymakers and educational institutions aiming to foster a digitally competent workforce and recommends further research into the long-term impacts of these interventions on graduate employability and economic growth.