Dilli Raj Sharma

Higher education institutions are vital for preparing future professionals and integrating education with the job market. Nevertheless, the limited opportunities for career-orientated education in Nepal continue to pose a significant challenge to the employability of youths. This study examines the impact of the higher education institutional environment and career development learnings on the employability of Nepalese youth. It also examines how career development learning influences the connection between the higher education environment and employment preparedness. The study employs a descriptive and causal methodology, using data from a survey of 411 respondents aged 21–35 actively pursuing work and engaging in career-preparatory courses in Nepal. It employed structural equation modeling to analyze the data and assess the proposed hypotheses. The results suggest that the higher education institution environment does not significantly improve employability (β = 0.038, p > 0.05). Career development learning influences this association (β = 0.803, p < 0.05), underscoring its essential function in converting educational experiences into competencies and preparedness for the job market. The paper stresses the importance of self-determination theory, illustrating how autonomy, competence, and interpersonal interactions contribute to personal development and motivation. Despite the specific cultural and economic context, the outcomes highlight the importance of higher education institutions in fostering career-oriented learning opportunities, advancing employability, and promoting broader developmental goals.

Graduate unemployment poses a significant challenge in Nepal, necessitating a comprehensive examination of the psychological factors that influence job search behavior. This study examines the influence of motivation, self-efficacy, goal-setting, and self-regulation on job search behavior among college graduates, specifically those participating in career preparation courses. A systematic survey was conducted from January to March 2024, focusing on 387 job seekers and recent graduates in career preparation programs at universities in the Kathmandu Valley. The sample was chosen through stratified random sampling to guarantee representation of various academic disciplines. A quantitative methodology was utilized, employing regression analysis to evaluate the correlations between psychological factors and job search behavior. The findings demonstrate that goal-setting (β = 0.842, p = 0.000) and self-regulation (β = 0.842, p = 0.000) considerably improve job search behavior, underscoring the significance of emotional regulation and cognitive clarity in surmounting employment obstacles. Motivation significantly enhances job-seeking efforts (β = 0.341, p < 0.001), underscoring its importance in this context. Self-efficacy correlates negatively with job search behavior (β = –0.494, p < 0.001), indicating that excessive confidence may diminish persistence in job-seeking efforts. These findings highlight the necessity for specific policies and educational initiatives that improve goal-setting, self-regulation, and motivation while alleviating the negative impacts of overconfidence by promoting balanced self-efficacy and reasonable expectations. This study enhances the comprehension of psychological factors influencing employability, providing essential insights for creating inclusive, adaptive systems that foster innovation, entrepreneurship, and workforce preparedness via academic-industry collaboration.