Developing to sustain: how informal learning shapes university students’ future careers

Purpose The growing emphasis on sustainable career ecosystems highlights the need for lifelong learning strategies that enhance individuals’ ability to deal with dynamic labor markets. In this context, informal learning emerges as a driver for fostering adaptive skills and facilitating smooth transitions from higher education to employment. This study aims to contribute to this discussion by providing a preliminary validation of the informal student learning (ISL) scale and examining direct and indirect relationships of ISL with career adaptability (CA), future sustainable career (FSC) and employability prospects, drawing on the sustainable career model and social cognitive career theory. Design/methodology/approach A sample of 151 Italian university students was surveyed at two time points. Confirmatory factor analyses were conducted to assess the factorial structure of the ISL scale. Structural equation modeling (SEM) was employed to test the hypothesized direct and indirect relationships, using a parceling approach with reliability-corrected single-indicator latent variables. Findings The results supported the reliability and validity of the ISL scale in the Italian context. SEM analyses revealed that ISL was indirectly related to employability prospects through the sequential mediation of CA and FSC. Originality/value This study advances the literature on sustainable career ecosystems by revealing the significance of ISL for career-related variables. The findings provide actionable insights for career guidance practices and higher education policies, emphasizing the importance of fostering informal learning to equip students with the skills needed to deal with dynamic and uncertain career ecosystems.