This study examines the structural relationships among academic performance, soft skills, career clarity and perceived employability readiness among Indonesian university students. Because respondents were current undergraduate students, employability is framed as readiness for future work rather than employment status after graduation. It investigates whether soft skills and career clarity mediate the association between academic performance and employability readiness.
A cross-sectional survey involved 1,225 undergraduates from multiple Indonesian universities. Academic performance, soft skills, career clarity and perceived employability readiness were measured using established multi-item scales. Partial least squares structural equation modelling (PLS-SEM) with bootstrapping was used to test direct associations and specific indirect effects.
Academic performance, soft skills and career clarity showed significant positive structural paths to employability readiness. Soft skills significantly mediated the association between academic performance and employability readiness (ß = 0.114, p = 0.017). By contrast, the indirect effect through career clarity was not statistically significant (ß = 0.097, p = 0.056), indicating that career clarity functions mainly as a direct employability-related resource.
The study is limited by its cross-sectional design and reliance on self-reported measures, which restrict causal interpretation and may introduce response bias. Future research should use longitudinal designs, objective employability indicators and multi-source data to examine how academic performance, soft skills and career clarity develop over time. The findings imply that employability research should move beyond academic achievement alone and examine transferable competencies and career-related resources as important mechanisms shaping graduate employability readiness.
Universities should strengthen graduate employability by embedding soft skills development into curricula, assessment and experiential learning activities. Project-based learning, internships, industry collaboration, mentoring and career guidance can help students translate academic achievement into workplace readiness. The findings suggest that academic performance alone is insufficient; students also need communication, teamwork, adaptability, problem-solving and clearer career planning. Higher education institutions should therefore integrate academic learning with transferable skills training and structured career support to improve students' employability readiness.
The findings highlight the social importance of improving graduates' work readiness, particularly in emerging higher education contexts such as Indonesia. By strengthening soft skills and career clarity, universities can help reduce the gap between academic achievement and labour market expectations. Better employability preparation may support smoother school-to-work transitions, improve graduate confidence and contribute to a more adaptable workforce. These improvements can benefit students, employers and society by promoting more inclusive access to employment opportunities and supporting national human capital development.
This study extends employability readiness research by showing that academic performance alone does not fully explain students' readiness for future work. In the Indonesian higher education context, soft skills provide a key pathway linking academic achievement with employability readiness, while career clarity contributes directly. The study offers evidence for integrating academic learning, transferable skills, and career support in employability development.
