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.
Highlights
Korea’s youth unemployment rate is approaching 9.0% (KRIVET, 2018)
England’s colleges have provided their students with technology-enhanced authentic and simulated learning experiences for improving employability related with core competencies (Brammar & Chatterton, 2014; Chatterton & Rebbeck, 2015).In this regard, this study examines whether the influence of core competencies on the relationship between digital literacy and perceived employability depends upon student participation in employment support programs
This study examined the influence of digital literacy on perceived employability as mediated by core competencies to the extent that students participate in employment support programs
Summary
Korea’s youth unemployment rate is approaching 9.0% (KRIVET, 2018). Of the newly hired college graduates, 64% may be irregular workers and may leave their workplace within two years of employment (Lee, 2015), whereas 16% may be “NEETs” (not being employed, educated, or trained; Oh, 2015). The World Economic Forum (2016) expected that 16-27% of current occupations may be replaced by data analysts, software application developers, and e-commerce experts; in 2022, 58% of the tasks may be Universal Journal of Educational Research 8(6): 2520-2535, 2020 done by humans and 42% by machines or algorithms. In this regard, colleges need to improve the employability of university students by developing appropriate educational curricula, employment support programs, training courses, and programs related to the nascent Fourth Industrial
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