Fostering career adaptability in HEI students: the role of critical thinking disposition and perceived social support

Purpose In alignment with the United Nations Agenda 2030 and principles of responsible management education, this study aims to investigate the association between critical thinking disposition (CTD) and career adaptability along with the mediating role of perceived social support (PSS) on their interrelationship among students pursuing business education at higher education institutions. It further explores institutional strategies to enhance CTD for improving students’ career adaptability. Design/methodology/approach This mixed-method study was conducted in two phases. Study 1 used a quantitative approach involving 390 business education students and used questionnaire-based surveys and structural equation modelling to assess the hypothesized relationships. Study 2 adopted a qualitative approach, engaging HR professionals through interviews and thematic analysis was conducted based on grounded theory principles. Findings The quantitative findings revealed a significant positive relationship between CTD and career adaptability, with PSS partially mediating this relationship. Qualitative insights led to the identification of five themes highlighting strategies business education higher educational institutions can adopt to cultivate CTD and enhance career adaptability: (1) industry advisory board for curriculum review and skills development, (2) industry-focused hackathons and ideathons, (3) real-world problem-solving competitions, (4) career transition counselling and (5) industry-sponsored team projects. Originality/value Through integrating career construction and social constructivism theories, it examines interrelationship among CTD, PSS and career adaptability into a single framework in business education. It is a mixed-method study that connects institutional strategies and employability prospects and helps address the gap between the theory and practice, contributing to globally relevant business education research.