ABSTRACT

Background: Technological advancement has become a prevalent feature in learning institutions and their impact on students’ career progression is still unknown. Problem statement: This study explores about the role of digital background, government policies, school functions and quality of teachers concerning the students’ career achievement in the context of the increasing digitalization of education in China and the moderating role of students’ motivation. The research issue is a lack of correspondence between technology-enhanced education activities and actual enhancement of students’ employability. Methodology: For this research, self-completed structured questionnaires were administered to 500 university students in Heilongjiang Province and 479 completed questionnaires were collected. Statistical tests also included exploratory and confirmatory factor analysis using SPSS and AMOS, structural equation modeling (SEM), and bootstrapped mediation analysis. Findings: The findings show that motivation of students increases by digital background as well as school functions, which leads to better career outcomes. In addition, government policies and teachers have a direct as well as an indirect influence over the motive and thereby career prospects. The goodness of fit indicated that the model was a good fit for the data with a RMSEA of 0.047. CFI = 0.933. Outcomes: The outcomes indicate the need to ensure the adoption of learning technology, institutional support, and pivotal changes to the teacher education curriculum to help students develop the motivation, skills, and competencies valued in the workplace. Conclusion: The results of this research can be useful for policymakers and stakeholders in educational institutions that strive to boost graduate employment in digitally changing economies.