The Mediating Role of Core Competencies in the Relationship between Digital Literacy and Perceived Employability among Korean College Students: Difference by Employment Support Program Participation

Abstract

This study explored the mediating role of core competencies in the relationship between digital literacy and perceived employability among college students in South Korea depending on their participation in employment support programs. The sample for this study comprised 916 college students: 497 students were participants in employment support programs from spring to fall semesters in 2017, and 419 students were nonparticipants. Data analysis was conducted mainly using structural equation modelling and multiple-group path analysis. The findings showed that digital literacy had a positive relationship with perceived employability and that core competencies mediated the relationship between digital literacy and perceived employability. Also, this study verified that differences exist among all paths depending on participation in employment support programs. It is necessary to conduct follow-up research such as experimental and quasi-experimental research to verify the relationship and influences between related variables, as well as the effect of digital literacy and core competencies on employability according to learners' characteristics such as learning styles, learning strategies, and achievement goal orientations. Qualitative studies through group interviews or behavioral event interviews for distinguished graduates in digital literacy or core competencies are also vital. In addition, colleges need to strengthen competence-driven teaching and learning methods such as problem-based learning, flipped learning, and project-based learning. They should provide an employment-enhanced curriculum and program through digitized authentic work experience and simulation.