A Conceptual Exploration and Determinants of Graduates' Work Readiness in the Digital Age

Abstract

The purpose of this study is to reconstruct the conceptual framework of work readiness and uncover the key dimensions of graduate work readiness so they can transition effectively in the digital era. Furthermore, this study also aims to formulate the determinants that contribute to improving graduate work readiness. This research was conducted using a qualitative approach using a systematic literature review (SLR) method. Using PRISMA guidelines, we conducted a systematic search from May to June 2025 to retrieve English-language data from the Science Direct and Francis & Taylor databases using the keywords "graduate work readiness", "graduate job readiness", and "graduate employability". A total of 24 articles met our predetermined inclusion criteria, and were analyzed descriptively and qualitatively using thematic and semantic analysis. We found that graduate work readiness is a crucial issue in higher education to ensure graduates successfully transition from academic life to the world of work. We define graduate work readiness as a multidimensional construct that focuses on the combination of skills, knowledge, attitudes, personal qualities, workplace awareness, and digital competencies needed by graduates to participate effectively in the world of work. This study also identified and analyzed the determinants of graduates' work readiness, including: job-specific technical skills, employability skills, digital skills, self-efficacy, and agency capital. Further research is needed to support institutions in developing policies to strengthen graduates' work readiness.