Developing Work Readiness in Generation Z: The Role of Digital Skills, Communication, Experiential Learning, and Self-Efficacy
https://doi.org/10.24833/2687-0126-2026-8-2-115-131
Abstract
Literature on work readiness increasingly highlights the critical need for graduates to successfully integrate into specialised professional discourse communities, particularly as institutional communication becomes more complex in the digital era. However, prevailing employability models, predominantly derived from Western contexts, often emphasise self-efficacy as the core psychological mediator. This study critically examines the universality of such models within the sphere of institutional communication in a developing economy. The objectives are to (1) test the direct influence of professional communication skills, digital literacies, and experiential learning on work readiness, and (2) utilise an explanatory sequential mixed-methods design (QUAN → qual) to explore the limitations of self-efficacy among Generation Z university students transitioning into the Indonesian labour market. The quantitative phase surveyed 277 students, analysing data via PLS-SEM. The subsequent qualitative phase used in-depth interviews (n=15) to unpack unexpected statistical outcomes. The quantitative results indicated that communicative competence (including the clear articulation and persuasion of ideas), digital skills, and experiential learning significantly drive work readiness. Crucially, however, self-efficacy failed to function as a mediator. The qualitative findings elucidated why this paradox occurred: coping with institutional communication and hiring practices in Indonesia demands strict pragmatism. Students prioritise producing tangible communicative artefacts (e.g., professional portfolios, language certifications) and tapping into informal institutional networks (social capital) far above internal psychological confidence. This study advances the literature by providing robust empirical evidence from a non-Western context. It challenges the universal application of self-efficacy theory, proposing instead that the demonstrated mastery of professional discourse and active participation in institutional networks are more potent predictors of employability. These findings offer vital implications for teaching foreign languages for specific professional purposes, suggesting educators must prioritise authentic, task-based language instruction that yields verifiable communicative outputs over abstract confidence-building exercises.
About the Authors
Koen Hendrawan
Universitas Budi Luhur; Universitas Negeri Jakarta
Indonesia
Indonesia
Koen Hendrawan, S.E., M.M., is a lecturer in the Faculty of Economics and Business at Universitas Budi Luhur, Jakarta, Indonesia. His research focuses on human resource management, organizational behaviour, work readiness, and Gen Z. He is currently a doctoral candidate in Management Science at Universitas Negeri Jakarta
. Mardi
Universitas Negeri Jakarta
Indonesia
Indonesia
Prof. Dr. Mardi, M.Si., is a senior lecturer and researcher in Accounting at Universitas Negeri Jakarta, Indonesia. His expertise encompasses financial and management accounting, organizational governance, and accountability. He has contributed extensively to various national and international academic journals
Dewi Susita
Universitas Negeri Jakarta
Indonesia
Indonesia
Prof. Dr. Dewi Susita, M.M., is a lecturer and researcher in Management at Universitas Negeri Jakarta, Indonesia. Her research interests include human resource management, leadership, organizational behaviour, and talent management. She is actively engaged in advanced management research and pedagogy
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Review
For citations:
Hendrawan K., Mardi , Susita D. Developing Work Readiness in Generation Z: The Role of Digital Skills, Communication, Experiential Learning, and Self-Efficacy. Professional Discourse & Communication. 2026;8(2):115-131. https://doi.org/10.24833/2687-0126-2026-8-2-115-131
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