The increasing demand for graduates possessing 21st-century skills indicates that higher education must continually assess the effectiveness of teaching methodologies. This study examined the relationship between perceived faculty instruction quality and the improvement of critical thinking, problem-solving, and communication skills among graduates of the College of Computer Studies and Engineering (CCSE) from 2018 to 2025. Using a quantitative method, descriptive statistics, Pearson correlation, and multiple regression analysis were used to look at secondary data from 934 respondents. The results showed that graduates were very happy with the way their professors taught them (M = 4.21) and thought their skills were getting better. A statistically significant correlation was found between instructional quality and skill development (r = 0.10–0.15, p < 0.05); nevertheless, the strength of this correlation was minimal. Regression analysis further indicated that faculty instruction is a significant predictor, although it explains only 2% of the variance in skill development. These results show that while good teaching can improve students' skills, other things also have a big effect on the results. The study indicates that faculty development programs and industry-related learning experiences require enhancement to more effectively facilitate the development of all skills.

• Faculty Instruction Quality
• 21st Century Skills
• Graduate Satisfaction
• Employability
• Higher Education

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