Purpose – The purpose of this study is to identify the key labour-market skills, the challenges graduates face and recommendations for aligning higher education with employer expectations in Hungary, a Central European country. This study underscores the importance of soft skills, such as adaptability, problem-solving and independence, for graduates in the Hungarian labour market. Design/methodology/approach – A cross-sectional survey was conducted among all students of a Hungarian university involved in work placements (n = 1, 556). The research subjects were the organisations where undergraduate students from a Hungarian university completed their practical semester, and a total of 1, 556 student evaluations were processed. The study analysed 15 distinct skills suggested by NACE and identified four factors: agility, professional knowledge, interpersonal skills and generic skills. Findings – The study's findings indicate that agility, encompassing adaptability, problem-solving skills and independence, emerged as the paramount criterion in employers' evaluations. The findings indicate substantial disparities in the perceived significance and assessment of skills across diverse academic disciplines. The research findings show that, in the labour market, soft skills may be more significant than technical expertise. The subsequent development of the skills and competence measurement tool identified in the literature review is proposed, particularly with respect to the hard and soft skills of the field of study. Research limitations/implications – The main limitation of this research is the use of a non-validated measurement instrument developed for internal quality management, which may lack scientific rigour. Additionally, the application of a uniform competency framework across all disciplines prevents the study from capturing the specific skill nuances required by different professional fields. Practical implications – Universities should move beyond simply adding soft skills modules and instead embed cognitive and interpersonal development across all curricula. Key mechanisms for this include structured industry partnerships, work-integrated learning and a shared competency framework that aligns academic content with specific labour-market expectations. Social implications – By addressing the skills mismatch, these findings foster a more efficient transition from education to employment, ultimately enhancing graduate career prospects. Recognising the hierarchical structure of skills, where technical knowledge is the baseline but agility and interpersonal skills drive advancement, helps society better prepare a workforce capable of long-term professional growth. Originality/value – This study underscores the significance of soft skills in the Central European/Hungarian labour market context, offering direct evidence from employer evaluations of student work placements. The implications of this phenomenon extend to the need for educational reform that integrates soft skills training. Furthermore, there is a compelling need for enhanced collaboration between universities and employers. Additionally, policy adjustments are imperative to ensure the successful implementation of these changes. Aligning educational curricula with employer expectations can help mitigate the skills gap and stimulate economic growth in Central Europe.