ENHANCING CAREER ADAPTABILITY AMONG FIRST-YEAR PRIMARY EDUCATION STUDENTS AT DONG THAP UNIVERSITY: A LARGE-SCALE QUANTITATIVE STUDY AND SYSTEMIC INTERVENTION FRAMEWORK

Abstract

Career adaptability is a critical psychological resource for teacher education students in the context of educational reform, digital transformation, and increasing professional demands. This study investigates the level and predictors of career adaptability among 512 first-year primary education students at Dong Thap university, Vietnam. Using a quantitative cross-sectional design, data were collected through the Career Adapt-Abilities Scale (CAAS) and supplementary scales measuring professional awareness, self-directed learning capacity, and perceived institutional support.Results indicate that while students demonstrate moderate levels of concern and control, their curiosity and confidence dimensions remain underdeveloped. Regression analyses reveal that professional awareness, experiential learning exposure, and self-directed learning competence significantly predict career adaptability (R² = .48, p < .001). Based on empirical findings, this study proposes a six-component systemic intervention framework to enhance career adaptability, integrating awareness development, diversified pedagogy, soft skills training, school partnership models, self-regulated learning development, and employer engagement.