In the rapidly advancing engineering sectors, students require skills that commensurate with current and emerging technologies (Smith et al. 2022). These skills can be developed through a structured range of professional learning opportunities, enhancing career prospects as well as acknowledging an easy transition from university into the professional engineering arena. Traditional education practices often have a theoretical and passive learning approach, which has limited students to solve the real-world problems (Lee and Johnson 2021; Nafis and Nasri, Int J Acad Res Progress Educ Dev 13 (3), 2024). Studies from early researchers had shown that ~60% of engineering graduates are struggling to transition to the workforce due to gaps in practical solving skills and exposure to industry environment (Strengthening the Engineering Workforce in Australia 2022). Recent research on curriculum framework projects have developed and implemented a Professional Learning Model (PLM), to integrate “student-based education” and “international best practices” in teaching. This PLM facilitates problem-solving led by industries and encourages students to involve in their learning environment. The PLM further highlights the process of problem-solving, develops advanced generic skills, and engages students with real-world open-ended engineering problems. The assessment tasks developed within the PLM are directly related to the student learning to address the engineering challenges; this requires both content knowledge and a contextual approach. The PLM education has enhanced professional acumen, industry experience, teamwork, and research coordination in student learning. The implementation of PLM will bridge the gap between academia and industry, ensuring graduates are equipped with industry skills.