Keyword: employability

ABSTRACT: Employability has emerged as a central strategic concern in higher education, requiring institutions to adopt integrated, system-level approaches rather than fragmented skill-based interventions. This study develops a Cognitive Model of Employability that aligns Daubney’s KASE framework (Knowledge, Attributes, Skills, Experience), Kolb’s experiential learning cycle, and Social Cognitive Career Theory (SCCT) to examine how employability is constructed, governed, and operationalised within digital learning environments. Drawing on a systematic theory mapping approach and a thematic analysis of 100 undergraduate student reflections from a virtual internship platform, the study demonstrates how cognitive mediating factors—such as self-regulation, motivation, and metacognition—link experiential learning processes to the development and articulation of employability outcomes. The findings position employability as a cognitively mediated and strategically governed process, shaped by institutional design, pedagogical structure, and individual agency. The study contributes to the field of strategy and governance in education by proposing that employability should be understood as an interaction among designed learning, embedded cognition within curriculum governance, and an integrated system in which employability is strategically scaled, rather than as a fixed list of skills.

ABSTRACT: Career self-efficacy has become one of the most influential constructs in career development research; however, existing evidence remains fragmented, with previous studies primarily examining isolated predictors, mediating functions, and contextual influences rather than providing an integrated explanation of how career self-efficacy develops and contributes to students' career development. This study systematically reviews empirical research published between 1996 and 2026 to develop an integrated understanding of how career self-efficacy develops and contributes to students' career development. Following the PRISMA framework, 52 empirical studies were identified and synthesised using a thematic qualitative evidence synthesis approach. The findings reveal that career self-efficacy develops through three interconnected mechanisms: career self-understanding, personal agency, and social learning and support. The review further demonstrates that career self-efficacy functions as the key psychological mechanism linking personal, educational and contextual resources to career exploration, career decision-making, employability and sustained career behaviour. In addition, three categories of boundary conditions - psychological readiness, educational alignment and social and cultural environments - were identified as influencing the strength of these relationships. Based on these findings, the review develops an integrated conceptual framework explaining how developmental mechanisms, mediating functions, and contextual boundary conditions collectively shape students' career development. By integrating fragmented empirical evidence into a coherent process-oriented framework, the review extends the application of Social Cognitive Career Theory by conceptualising career self-efficacy as a dynamic developmental capability rather than a static psychological belief. The findings also provide evidence-informed guidance for educators, career practitioners, institutional leaders, and policymakers seeking to strengthen students' career readiness and successful school-to-work transitions.