The Role of Career Efficacy and Ethical Learning Agility to Strengthen Career Readiness Among Students in Higher Education

This study investigates the mediating role of career self-efficacy and moderating role of ethical learning agility in the relationship between digital intelligence, academic engagement, and experiential education and their influence on career readiness among workforce candidates, within the frameworks of social cognitive theory (SCT) and experience-based learning. Using a quantitative survey, data were collected from 192 final-year undergraduate students. The research used Structural Equation Modeling using Amos to examine the direct, mediating, and moderating relationships among the constructs. Results indicate that digital intelligence, academic engagement, and experiential education significantly enhance career self-efficacy, which subsequently promotes career readiness. Career self-efficacy mediates the effects of digital intelligence and academic engagement, whereas ethical learning agility demonstrates a negative yet significant moderating effect. The findings highlight the need for universities and employers to integrate experience-based learning, digital skill development, and ethical reflection into employability programs. Embedding experiential and values-based components in higher education curricula can strengthen the link between confidence, competence, and responsible professional behavior.