Purpose This study extends prior research by examining graduate perceptions of how a developmental assessment centre (DAC) and associated work-integrated learning (WIL) placements contribute to graduate employability (GE) as defined by Caballero et al.’s (2026) capability framework. Design/methodology/approach A mixed-methods survey with optional interviews was conducted with postgraduate psychology graduates at least six months post-graduation. Participants reflected on the DAC’s contributions and suggested improvements. Survey items were mapped to relevant domains of the GE capability framework under investigation: work readiness, career management and career identity. Thirty-nine alumni participated. Findings Graduates confirmed that the DAC had a sustained positive impact on their GE development and promoted early emphasis on personal and professional development aligned with workplace expectations. Findings highlight its role in building networks, supporting self-development and developing transferable workplace skills. Findings provide preliminary support for Caballero et al.’s (2026) GE capability framework and the value of conceptually grounded career development interventions embedded within WIL. Practical implications Findings emphasise the importance of educators using theoretically grounded interventions, the inclusion of graduate feedback to enhance evaluation and DACs as an authentic work-relevant approach to enhance GE. Originality/value This study provides novel insight into the impact of a DAC on GE in retrospect by seeking the perspectives of graduates in professional practice. By foregrounding graduate experiences, the study provides a more nuanced understanding of GE outcomes and highlights implications for innovative curriculum design, evaluation, alumni engagement and communities of practice.
Purpose This study aims to examine how university entrepreneurship students make sense of artificial intelligence (AI) in their courses, focusing on narratives of rejection and ambivalence rather than simple adoption, aiming to inform pedagogical approaches that are both effective and ethically grounded. Design/methodology/approach We analysed 606 anonymous micro-narratives from entrepreneurship students at two Catalan universities. Using an interpretative narrative approach, we selected a subsample of 117 responses that explicitly expressed rejection or ambivalence and coded them against established frameworks of functional–cognitive rejection, affective-emotional resistance and ambivalence. Findings Students position AI along a spectrum from outright rejection to ambivalence. Cognitive rejection stems from seeing AI as ineffective, non-essential, or unreliable. Emotional rejection reflects threats to creativity/identity, fear/anxiety, and moral concerns. Ambivalence implies that students adopt AI conditionally, with verification, treat it as useful but not critical, and limit its role to preserve human judgement. This underscores students' agency and a view of AI as a tool to be managed. Research limitations/implications Findings are context-specific and cross-sectional. Future research should examine how students' stances evolve over time and across disciplines and test the influence of prior tech experience and institutional discourses. Practical implications Educators should legitimise doubt and ambivalence as valuable learning resources, using human-centred pedagogies that foster ethical awareness and critical judgment to prepare future entrepreneurs to use AI reflectively and responsibly. Originality/value This study foregrounds hesitant and critical student voices, reframing AI use from a simple adoption-resistance binary to a continuum of critical engagement. It also operationalises ambivalence as primarily three cognitive dimensions: bounded integration, conditional reliability and limited instrumentality.
Purpose This paper aims to explore the formation mechanism of entrepreneurial motivation among Chinese college students and its influence on entrepreneurial behaviors. Design/methodology/approach This study adopts purposive sampling and conducts in-depth semi-structured interviews with 21 outstanding college student entrepreneurs. Guided by classic grounded theory, this research carries out three rounds of coding procedures including open coding, axial coding and selective coding. Theoretical saturation test is further implemented to verify the robustness of the constructed model. Findings The results reveal that college students’ entrepreneurial motivation is a compound driving system shaped by the interplay of internal and external factors, which consists of three core dimensions: spiritual drive, material drive and external drive. Although individual traits and practical experiences do not serve as direct motivational factors, they act as fundamental preconditions. These two elements regulate the conversion efficiency of internal and external drivers and ultimately affect college students’ entrepreneurial behaviors. Originality/value Rather than claiming to fill major research gaps, this study extends existing entrepreneurial motivation theories. It integrates spiritual, material and external driving factors alongside individual traits and practical experiences and develops a structured motivational model tailored to college student groups.
Purpose Vocational college teachers are facing policy volatility, intensified performance management, and complex cross-boundary expectations. These pressures threaten long-term career sustainability. However, existing research focuses primarily on compulsory and higher education, leaving vocational teachers largely overlooked. To address this gap, this study employs career ecosystem theory (CET) to investigate how Chinese vocational college teachers sustain their careers within a policy-driven environment involving multiple stakeholders. Design/methodology/approach The study adopts an exploratory qualitative design. Semi-structured interviews were conducted with 24 vocational college teachers across seven Chinese provinces. Data were analysed inductively and interpretively through the lens of CET to map ecosystem-level constraints and teachers’ adaptive responses. Findings The analysis identifies three layers of top-down pressure: (1) frequent shifts in national policy priorities, (2) KPI-driven institutional mediation and limited support from industry and (3) unequal access of professional communities. Teachers respond through adaptive strategies that include selective compliance, task-linking and resource bricolage. Their career trajectories are not linear; instead, they exhibit partial sustainability across domains, temporal fluctuations and individual differentiation shaped by positions and networks. Overall, career sustainability was maintained through a negotiated equilibrium between structural constraints and individual agency. Originality/value This study advances the literature by extending research on career sustainability to vocational college teachers. It offers an alternative to mobility-centred assumptions common in CET literature. It develops “equilibrium” as a distinct sustainability pattern in policy-driven, multi-stakeholder ecosystems.
PurposeThis study questions whether foundational skills are associated with occupational mobility in Australian VET for those employed prior to taking up VET training, or if sectoral context matters more. We test whether gains in numeracy/literacy/problem solving skills outweigh training package type as the strongest predictor of career advancement. Design/methodology/approachWe analyze 2023 NCVER survey data (n = 64,873) of employed VET completers who were also employed prior to their training, calculating occupational status gain using McMillan's ANZCO-based scale. Regression and dominance analysis assess impacts of skill improvements, training package, qualification level, age and gender. FindingsAverage gain was 2.7 points. Self-reported writing improvement showed modest benefit; self-reported numeracy gains correlated with lower status; self-reported problem-solving had weak effect. ICT and Aeroskills delivered highest gains; Furnishing and Transport and Logistics showed negative outcomes. Younger graduates (20–24 yrs) gained nearly double older cohorts. Practical implicationsVET policy must prioritise alignment with high-growth sectors over generic skills training. Curricula in underperforming areas should be restructured with industry input. Investment in ICT, and advanced manufacturing yield far greater employability returns. Originality/valueFirst study using dominance analysis to show training package dominates occupational gains in VET, not skill improvement. We reframe success as systemic not individual, thus challenging policy orthodoxy.
Purpose The purpose of this review is to quantify patterns on how digital skills relate to youth employment in Africa through a structured narrative synthesis. Africa’s youthful population is growing rapidly, with the rate of youth unemployment exceeding global averages. Digital skills have become essential for employment in today’s evolving labour market. Design/methodology/approach Following PRISMA guidelines, we conducted a systematic literature review across four major databases (Scopus, Web of Science, EBSCO and Dimensions). The review focused on 23 peer-reviewed quantitative studies from 2015 to 2025 that examined digital skills and youth employment outcomes in Sub-Saharan Africa. Findings All studies were in the direction of a positive relationship between digital skills and improved employment prospects for the youth. Only 10 of the 23 found significant effects. Most interventions focused on basic digital literacy; however, evidence suggests that intermediate and advanced skills have a stronger impact on employment. The integration of soft skills, such as communication, problem-solving and job search skills, further enhances employability. Practical implications Youth employment interventions should move beyond basic digital literacy to include intermediate and advanced skills, which are scarce in Africa’s youth, but are associated with better employment outcomes. Evidence shows that such higher-level skills can boost employability by up to 30% in jobs of the future, with the youth also ranking them most valuable for self-employment. Originality/value This review provides a first synthesis of the quantitative evidence on the effectiveness of digital skills interventions and youth employment in Africa.
Purpose This study examines how the strategic industry-institution partnerships influence vocational curriculum reform and graduate outcomes. It explores the mechanisms through which sustained collaboration enhances curriculum relevance, institutional responsiveness and alignment with evolving labour-market demands across different industry sectors.Design/methodology/approach A mixed-methods design was employed, combining survey data from 25 vocational institutions with semi-structured interviews involving institutional leaders and industry partners across three sectors: advanced manufacturing, healthcare services and digital technologies. Quantitative analysis assessed patterns of collaboration intensity and curriculum adaptation, while qualitative insights were used to interpret institutional and sectoral dynamics shaping partnership effectiveness.Findings The findings indicate that deeper and more institutionalised forms of collaboration are associated with more frequent curriculum updates, higher perceived skill relevance and improved graduate employment outcomes. Mechanisms such as co-developed curricula, shared instructional roles and integrated training models were particularly influential. However, sector-specific regulatory constraints, resource asymmetries and organisational capacity differences moderated the effectiveness and sustainability of partnerships.Originality/value This study contributes to vocational education research by moving beyond binary conceptualisations of industry engagement and proposing a sector-sensitive analytical framework linking collaboration depth to educational outcomes. By integrating comparative empirical evidence with institutional and sectoral perspectives, the study provides actionable insights for policymakers and institutional leaders seeking to strengthen the responsiveness and resilience of vocational training systems.
Purpose The employability of postgraduate students remains a critical concern in higher education, as postgraduate programs, particularly at the doctoral level, traditionally focus on disciplinary and research competencies. This leads to a lack of adequate preparation for employment, especially for non-academic roles. This study examines the long-term impacts of an authentic service-learning program on trainees' professional lives, with a particular emphasis on academia. This addresses the need for insight into the long-term impacts of initiatives that enhance postgraduate programs with opportunities for students to acquire transferable competencies prior to entering employment. Design/methodology/approach We adopted a narrative inquiry approach to investigate the impacts of a sustained, authentic-learning-based outreach program (GK-12). To explore trainees' experiences, we used a qualitative questionnaire followed by in-depth narrative interviews. A six-step inductive thematic analysis generated over twenty initial themes across different narratives, subsequently refined into nine primary themes. Findings Authentic service-learning experiences in the GK-12 program produced profound and lasting impacts on postgraduate trainees' professional development and career trajectories. These included developing a lasting commitment to outreach and social responsibility, clarifying professional goals, enhancing cultural agility, and building portfolios and communication skills that gave them a competitive advantage in securing employment in academia and industry. Originality/value This study provides a novel, empirically grounded understanding of the long-term impact of authentic service learning on postgraduate professional development. It addresses a critical gap in the literature on postgraduate employability from the participants' perspectives and highlights that authentic learning environments are active ingredients in fostering relevant and transferable skills beyond traditional disciplinary knowledge.
Purpose Technical and vocational education and training (TVET) plays a critical role in preparing learners for participation in the labor market by integrating practical skills with professional competencies. This study aimed to explore experts' experiences in technical and vocational curriculum development in order to design a holistic curriculum model for formal technical and vocational education. Design/methodology/approach A qualitative research design was employed using in-depth semi-structured interviews with ten curriculum specialists and technical and vocational education experts in Iran. Participants were selected through purposive snowball sampling. Data were analyzed through systematic coding to identify key curriculum dimensions and components. Findings The findings led to the design of a holistic curriculum model grounded in a task-based approach, in which learning tasks function as the central organizing element of instruction. The analysis identified five interrelated curriculum dimensions – curriculum approach, needs analysis, curriculum structure, teaching method and evaluation – comprising sixteen components. The results emphasize the integration of technical and non-technical competencies, modular curriculum organization, coaching-oriented teaching practices and employer-involved assessment processes. Originality/value The findings suggest that task-based holistic learning environments can strengthen the connection between classroom learning and workplace practice, thereby supporting learning transfer and employability. Future research should empirically examine the implementation of the proposed model in instructional settings.
Purpose Internships play a crucial role in shaping students’ insight into future employability. The need to gain insight into internship experiences from a student perspective related to career development is receiving increasing attention in current literature. Despite growing interest in this research topic, there is currently no clear conceptualization of internship experience. Studies remain fragmented and focus on different antecedents and outcomes of the internship experience. This makes it difficult to capture the internship experience and to understand how it fits into students’ career development. Design/methodology/approach To address this gap, a configurative systematic literature review of 204 empirical (qualitative and quantitative) articles was conducted. The review had two aims: (1) to conceptualize the internship experience, and (2), to map its antecedents and outcomes. Social Cognitive Career Theory (SCCT) was used as a theoretical lens to interpret the findings. Findings Five categories emerged from different conceptualizations of the internship experience: cognitive processes, attitudes, outcomes, emotions, and behavior. These categories suggest a process-based examination of the internship experiences. Using SCCT as a framework, antecedents and outcomes were mapped out, showing that support elements are well researched, while important gaps remain for further study. Originality/value To the best of our knowledge, this is the first configurative systematic review to conceptualize the internship experience broadly from student perspectives using SCCT. It offers an integrated model to guide future empirical and theoretical research on internships and career development.
Purpose This study evaluates how a social media-based mobile microlearning (SMBMM) intervention via WeChat fosters undergraduate oral communication skills and self-regulation, positioning them within the CareerEDGE model. Design/methodology/approach This pilot study used a mixed-methods, one-group pretest-posttest design with 58 Chinese undergraduates over a five-week flipped-microlearning intervention. Quantitatively, speaking skills were assessed with an adapted IELTS-style speaking test. Qualitatively, reflective e-journals and an online focus-group interview were used to capture learning processes and perceptions. Findings Quantitative results revealed significant improvements in overall English speaking skills (p < 0.001), with the largest gains in lexical resource (r = 0.856). Deductive thematic analysis, grounded in the CareerEDGE model, identified five mechanisms through which SMBMM may facilitate learning: (1) instructional scaffolding for oral communication and self-regulation, (2) enhancing learning adaptability through online–offline synergy, (3) peer support and cultivation of emotional intelligence, (4) iterative mixed feedback loops supporting reflection and evaluation and (5) cultivating self-belief and anxiety reduction through progressive mastery. Research limitations/implications The one-group pretest-posttest design precludes causal inference; alternative explanations − including maturation and testing effects − cannot be eliminated. The purposive sample drawn from a single Chinese university further restricts generalizability. Practical implications SMBMM offers a cognitively efficient pedagogical approach for developing communicative skills and self-regulation. By integrating digital social networking with structured pedagogy, the intervention may support the affective and adaptive competencies associated with graduate employability. Social implications SMBMM may reduce educational inequality through low-cost, flexible speaking practice, contingent on equitable technology access. Originality/value Despite the inherent limitations of the one-group design, this study offers incremental empirical evidence for SMBMM in the Chinese higher education context. It reconceptualizes employability competencies as communicative capital (speaking proficiency) and psychological capital (self-regulation and affective skills), offering an initial framework for educators seeking to align language training with labor market demands.
Purpose The aim of this paper is to explore the current infrastructure provided to degree apprenticeships (DA) students by higher education institutions (HEIs) and workplace to enhance the effective delivery of DA in the built environment (BE). Design/methodology/approach The research employed a mixed-methods approach gathering both qualitative and quantitative data through a questionnaire that captured the perceptions of 57 apprentices from a UK university who were completing a DA related to the BE. Findings Whilst the majority of the apprentices were satisfied with the infrastructure provided by the HEI, they suggested that the work-based module, effective communication, time-tabling and assessment deadlines could be improved. The apprentices appreciated support from their workplaces, including that provided by mentors and colleagues, especially with regard to well-being services and practical opportunities such as site visits. However, additional training and more time during the working week to devote to studies and assignment completion were requested. Research limitations/implications The limitation of this study is its exclusive focus on the perceptions of apprentices from a single university, suggesting an opportunity for future research where a comparative study can be undertaken by gathering perceptions from more apprentices from multiple UK universities. Practical implications The findings carry significant implications for stakeholders within the BE sector, offering actionable insights for enhancing the delivery of DAs. Originality/value The novelty of this paper is that it addresses the gap that has not been explored in literature related to DA, especially the infrastructure available to DA students in the BE.
Purpose This systematic literature review investigates how multimodal instructional design in asynchronous e-learning environments influences motivation, engagement and knowledge retention amongst adult learners. Grounded in cognitive load theory (CLT), the review explores how digital instructional strategies can be optimised for inclusive and cognitively efficient learning in the context of technical and vocational education and training (TVET) and post-compulsory education, within the human-centric framework of Industry 5.0. Design/methodology/approach Fourteen databases were searched for peer-reviewed English-language studies published between 2019 and 2024. Sixty-five studies met the inclusion criteria focusing on adult learners, multimodal strategies and asynchronous digital delivery. Study quality was appraised using the CRAAP framework. The thematic synthesis was situated within an interpretivist paradigm and analytically framed by CLT. Findings Six core themes emerged: inconsistent instructional design; barriers to lifelong learning; motivation and engagement challenges; continued reliance on learning-styles approaches; the cognitive benefits of multimodal strategies and limited attention to workplace learners. Findings reinforce the value of CLT-aligned multimodal design for improving engagement, retention and inclusivity, while highlighting the need for more context-sensitive and practitioner-informed approaches. Originality/value This review addresses the under-representation of adult and TVET learners in asynchronous, multimodal e-learning pedagogy research, offering practical and theory-informed insights for educators, instructional designers and learning-and-development professionals. Although the evidence base is still emerging, particularly regarding longitudinal workplace studies, the review provides new direction for inclusive, cognitively efficient instructional design. No external funding was received, and the review was not pre-registered.
This study aims to develop a shared theoretical foundation for a harmonized taxonomy of transversal competences between technical and vocational education and training (TVET) and the labour market. A scoping review was conducted to examine the literature published on competences in education and employment. Twenty-nine documents, including scientific articles and governmental reports, were systematically analyzed. The process was supported by consultations with an expert committee to ensure relevance and applicability. The review led to a common operational definition of competence as the integrated mobilization of personal and environmental resources to achieve effective and context-appropriate action. Competence is characterized as observable, reproducible, developmental and situated within specific environments. Building on this definition, taxonomy of transversal competences was synthesized, structured into three categories: intrapersonal competences (cognitive, communication, information and technology-related and self-management), interpersonal competences (affective, behavioural and self and others’ development) and organizational and societal competences (organizational, societal and sustainability-related). This taxonomy offers a coherent framework to strengthen employability, adaptability and lifelong learning while promoting diversity, equity, inclusion and sustainable practices in TVET and the labour market. The taxonomy equips educators and employers with a flexible tool to design inclusive training programs, support diverse learners and anticipate future workforce needs. This study responds to the growing need for a shared language between training and employment, offering both theoretical clarity and practical guidance for curriculum design, assessment and policy development.
Purpose This article investigates the XJTLU-Academy model as an innovative case study to examine how a structured University-Industry Collaboration (UIC) mechanism cultivates learner agency and enhances graduate employability. Focusing on the "academies" at Xi'an Jiaotong-Liverpool University (XJTLU) as formal boundary-spanning units, the study contributes to reimagining the role of higher education in fostering sustainable career development.Design/methodology/approach A qualitative single-case study design is employed, centered on the embedded XJTLU-Academy model. To structure the analysis of institutional and pedagogical processes, this research employs an integrated conceptual framework (BESS), which synthesizes four theoretical lenses: Boundary-spanning, Experiential Learning, Social Cognitive Career Theory, and Sustainable Employability.Findings The study identifies five interconnected operating mechanisms within the academies: curriculum co-creation, project embedding, dual mentorship, ecosystem co-creation, and collaborative evaluation. These function synergistically as an integrated system rather than as discrete components. Within this industry-engaged, experiential learning environment, students demonstrated significant growth in professional agency, metacognitive and social-emotional competencies, and career clarity.Originality/value This paper illustrates how universities can strategically employ academy structures as boundary-spanning hubs to orchestrate a cohesive career-learning ecosystem. It contributes a novel, actionable framework (BESS) for analyzing and implementing teaching-focused UIC models that systematically bridge institutional collaboration, experiential pedagogy, and student agency development.
Purpose This research aims to construct an evaluation scale of Online Learning Resource for Vocational Education (OLRVE) tailored to assess the vocational online learning resource from the perspectives of vocational students. Design/methodology/approach Grounded in the ecological framework of technology uses in school, evaluative items have been established with empirical testing, which was conducted with 1,912 respondents, incorporating item refinement, exploratory factor analysis, confirmatory factor analysis, measurement invariance testing and reliability assessments. Findings A three-dimensional evaluation tool called the OLRVE, consisting of the “educational design evaluation” (EDE), “technological design evaluation” (TDE) and “education-technological interaction evaluation” (ETIE) with ten items, has been created. Empirical results position the OLRVE as a robust tool for vocational students to evaluate the online learning resources. Research limitations/implications Because of the limited number of respondents, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation scale further. Practical implications An evaluation scale for vocational online learning resources has been developed. It enables concrete diagnosis of resource deficiencies and offers actionable insights for iterative online learning resource optimization in vocational education. Originality/value This is one of the first studies to develop an evaluation scale for vocational online learning resources in China, which not only clarifies the evaluation dimensions of vocational online learning resources but also forms a tool for future research.
Purpose This study examines whether and how sustainability-oriented teaching in vocational and applied higher education shapes students' social value-added outcomes. Drawing on self-determination theory and engagement perspectives, we test intrinsic motivation, perceived programme relevance and commitment to learning as explanatory mechanisms.Design/methodology/approach A cross-sectional survey of students (N = 423) in a Chinese vocational and applied higher education institution was analysed using hierarchical PLS-SEM (two-stage approach; 5,000 bootstrap resamples).Findings Sustainability-oriented teaching positively relates to intrinsic motivation, programme relevance and commitment to learning. Social value-added outcomes are mainly predicted by intrinsic motivation and, more modestly, by commitment to learning. The indirect effect via programme relevance is not significant. Dominance analysis shows that intrinsic motivation accounts for most explained variance in social value-added outcomes.Research limitations/implications The study is based on cross-sectional self-report data from one institution. Longitudinal, multi-source and multi-institutional research is needed.Practical implications The strongest lever is motivational internalisation. Programmes should use autonomy-supportive, practice-based sustainability tasks, visible assessment criteria and structured feedback.Originality/value The study positions sustainability-oriented teaching as a mechanism of responsible employability development in vocational higher education and shows that motivational internalisation matters more than relevance signalling.
Purpose This study examines how entrepreneurship education can be sustainably integrated into engineering programmes by analysing a fifteen-year case of a mandatory entrepreneurship component embedded in CDIO-based project courses at a Swedish university. It addresses the challenge that many entrepreneurship initiatives in engineering remain elective or poorly connected to technical studies.Design/methodology/approach A qualitative single case research design is used, combined with reflexive autoethnography. The analysis is triangulated with student evaluations, project materials, and programme documents from 2009 to 2025, covering more than three thousand students. The study traces the evolution of the component from early planning templates to a concise idea instrument focusing on need, user value, assumptions, uncertainties and short-term direction.Findings The study identifies several conditions that supported long-term institutionalisation: compulsory embedding at programme level, stable learning aims combined with flexible delivery, inquiry-based facilitation, and alignment with the rhythms and demands of CDIO project work. The entrepreneurship component became a consistent part of project practice without competing with technical learning.Research limitations/implications A key limitation is that the study focuses on a single programme, which may limit generalisability to other contexts or disciplines. Findings reflect specific project-based ecologies and repeated exposure, and outcomes could differ in less structured environments. Nevertheless, the case has clear implications: entrepreneurship education can be designed as a durable, integrated programme rather than isolated interventions. Recurrent exposure and alignment with project sequences support competence development, shared professional understanding, and programme coherence. This suggests that embedding entrepreneurship as durable practices across courses, rather than relying on individual modules, is critical for lasting educational impact.Practical implications For teachers, entrepreneurship is most effectively sustained when integrated into compulsory project courses where authentic uncertainty is central and structured planning supports continuity across academic cycles. Short early-stage idea assignments focusing on users, needs, value, and assumptions can be applied across diverse projects, enabling scale without losing relevance. Assessment should emphasise clarity of reasoning and reflective justification. Facilitation works best when it is question-driven, encourages comparison of alternatives, highlights uncertainty, and maintains student ownership. Framing entrepreneurship as early idea reasoning strengthens legitimacy, creates a shared vocabulary, and can be reinforced through visible progression, scheduled interactions, and curated exemplars.Social implications Embedding entrepreneurship education across project-based engineering programmes has broader societal implications. Through supporting competence in recognising opportunities, evaluating alternatives, and making decisions under uncertainty, students are better prepared to contribute to innovation, value creation, and organisational renewal in diverse sectors. Recurrent exposure and shared reasoning practices cultivate professional identity and collaboration skills, supporting workforce readiness for complex, uncertain environments. Framing entrepreneurship as widely applicable reasoning, not just start-up creation, equips graduates to address societal challenges, create sustainable solutions, and participate effectively in both established organisations and emerging ventures.Originality/value The paper contributes by explaining how entrepreneurial learning can be institutionalised within project intensive engineering curricula through sustained alignment between pedagogical practices and organisational arrangements. It reframes entrepreneurship as judgement under uncertainty rather than venture preparation and shows how this orientation can be meaningfully embedded and maintained at scale within CDIO based project environments. The process observed in this case may inform other programmes seeking durable integration, while remaining sensitive to local pedagogical and organisational conditions.
Purpose This study examines how recent reforms in teacher employment in T & uuml;rkiye reshape teacher candidates' professional identities and perceptions of employability.Design/methodology/approach The study uses a qualitative design based on sensemaking and liminality, drawing on semi-structured interviews with 22 third- and fourth-year teacher candidates from various public universities.Findings The analysis identifies five interrelated patterns. First, teacher identity is suspended as candidates are positioned as neither fully students nor fully teachers. Second, employability is experienced as fragile and largely externally determined, shaped by exam-centered public employment and unequal access to social and cultural resources. Third, prolonged uncertainty turns the future into an emotional burden marked by anxiety, regret and conditional attachment to the profession. Fourth, socioeconomic background strongly influences which career pathways appear open or closed, revealing employability as a socially embedded rather than individual process. Fifth, internships and entrepreneurial experiences function as key moments of sensemaking, either strengthening commitment to teaching or prompting career reconsideration.Practical implications The findings highlight the need for more predictable, supportive and equitable pathways into the teaching profession that reduce uncertainty and mitigate identity-related and emotional costs for teacher candidates.Social implications By demonstrating how employment reforms reproduce inequalities through differential access to resources, the study underscores the broader social consequences of selective and control-oriented employment policies in education.Originality/value The study conceptualizes recent teacher employment reforms as a policy shock that produces identity suspension and emotional costs, offering a novel account of employability as a socially embedded and emotionally shaped process rather than an individual achievement.
