BUSTANULULUMBUSTANULULUM

Episteme: Jurnal Kajian MahasiswaEpisteme: Jurnal Kajian Mahasiswa

This study examines the impact of Career Development Learning (CDL) on students Self-Perceived Employability (SPE), with Self-Efficacy (SE) as a mediator and English Language Proficiency (ELP) as a moderator. Using a quantitative cross-sectional design, data were collected from 446 final-year undergraduate students at Malaysian private higher education institutions and analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings indicate that CDL significantly enhances both self-efficacy and employability perceptions. Self-efficacy partially mediates the relationship between CDL and SPE, suggesting that career development experiences improve employability primarily by strengthening students confidence in applying their competencies. Furthermore, ELP positively moderates the relationship between self-efficacy and SPE, indicating that stronger English proficiency enhances the translation of confidence into employability perceptions. These findings highlight the importance of integrating career development initiatives with interventions that strengthen students self-efficacy and English communication skills to improve graduate employability in multilingual higher education contexts.

CDL directly and indirectly affects graduate employability through self-efficacy, while ELP strengthens the link between self-efficacy and SPE.More importantly, the data show that self-efficacys effect varies with student ELP level.This emphasises contextual elements in employability development research.The study integrates educational, psychological, and contextual perspectives to explain higher education graduate employability.In multilingual and competitive employment markets, employability is important not only in terms of skills acquisition but also psychological preparation and the ability to communicate competencies.These findings are crucial for Malaysian institutions preparing graduates, including many Muslim students, to navigate increasingly varied professional situations while contributing to society.

Based on the findings, future research could explore the development of perceptions of employability as students transition into the workforce. Additionally, cross-country comparisons or comparisons between types of institutions could provide a broader understanding of employability development. Furthermore, more comprehensive measurement approaches could be considered to better capture the different aspects of communication ability. Finally, exploring other moderating variables, such as digital competencies, socio-economic background, or access to professional networks, would offer insight into the complex dynamics influencing graduate employability.

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