How practical learning shapes graduate employability and job intention in hospitality and tourism students: evidence from an AI-enabled work context

Purpose Although practical learning is central to hospitality and tourism (H&T) education, limited research has examined how it shapes students’ intentions to pursue careers in the industry, particularly in AI-enabled service contexts. Drawing on social cognitive career theory, this study examines whether practical learning influences job intention through perceived employability, AI readiness and self-congruence with future professional roles. Design/methodology/approach An online survey was conducted with 547 third- and fourth-year H&T students in Vietnam who had participated in practical learning activities. The data were analyzed using partial least squares structural equation modeling. Findings Practical learning positively influences perceived employability and AI readiness. These factors, in turn, contribute to job intention through actual self-congruence and ideal self-congruence. The results further show that employability dimensions do not operate uniformly, with general competence and work attitude displaying different relationships with self-congruence. The study therefore shows that job intention is shaped by both capability-related and identity-related mechanisms. Practical implications H&T educators and industry partners should design practical learning experiences that support not only competence development and AI readiness but also students’ reflection on their fit with future professional roles in increasingly technology-mediated work settings. Originality/value This study contributes to the H&T education literature by explaining job intention through the joint effects of perceived employability, AI readiness and self-congruence. It also extends research on graduate employability by highlighting the role of identity-related mechanisms in students’ career decision-making in AI-enabled service environments.