Conceptual Framework of A Career Module to Address Career Thinking Dysfunction, Enhance Career Maturity, and Career Adaptability among Pre-University Students

Pre-university students often face various challenges in making career decisions due to dysfunctional career thinking, low career maturity, and limited career adaptability. Literature analysis suggests that existing career interventions often lack theoretical integration and are fragmented, thereby limiting their effectiveness. This concept study is based on content analysis, involving a review of previous studies on career thinking dysfunction, career maturity, and career adaptability among adolescents. Relevant articles and books were sourced from databases using keywords like “career thinking dysfunction,” “career maturity,” and “career adaptability. This study presents a conceptual framework for an integrated career module that combines three foundational theories, such as Cognitive Information Processing (CIP), Crites’ Career Maturity Model, and Career Construction Theory (CCT). The proposed module addresses cognitive, emotional, and adaptability domains simultaneously. It aims to reduce dysfunctional thinking, enhance decision-making skills, promote emotional readiness, and strengthen adaptability. The module’s design enables students to navigate transitions with greater clarity, confidence, and control. It is also flexible for use across cultural and institutional contexts. The framework is designed to be responsive to diverse student needs and is adaptable across various cultural and institutional contexts. Further studies, such as expert validation, pilot testing, and quasi-experimental research, are also suggested to ensure the effectiveness of the module in real educational contexts and ensure the module’s suitability for various student backgrounds.