CAREER ADAPTABILITY IN GENERATION Z: DIFFERENCES BY GENDER, SECONDARY-SCHOOL BACKGROUND AND WORK EXPERIENCE

Abstract

Career adaptability is increasingly important as university students navigate uncertain labor markets and complex school-to-work transitions. This study mapped career adaptability among Generation Z university students and examined differences by gender, secondary-school educational background, and employment status. A quantitative cross-sectional comparative design involved 156 students in emerging adulthood. Career adaptability was measured using the Indonesian version of the Career Adapt-Abilities Scale (CAAS), and data were analyzed with descriptive statistics and independent-samples t-tests. The results showed that 56% of participants were in the moderate category, 34% in the low category, and 10% in the high category. Significant differences were found for gender, t(154) = -4.650, p < .001, η² = .123; secondary-school educational background, t(154) = -3.686, p < .001, η² = .081; and employment status, t(154) = 6.359, p < .001, η² = .208. Female students reported higher career adaptability than male students, students from vocational high schools scored higher than those from general high schools, and part-time employed students scored higher than students who were not working. The findings indicate meaningful variation in career adaptability across personal and contextual characteristics, although the cross-sectional design does not establish causality. Evidence-informed career mentoring, career exploration, experiential learning, and work-integrated learning may support students' adaptive career resources.