Purpose This study examines how satisfying psychological needs—relatedness, competence, and autonomy—affects Work-Based Learning (WBL) engagement and employability outcomes in college students. It investigates whether WBL engagement mediates the relationship between need satisfaction, employability attributes, and competence, offering insights for designing WBL programs that better prepare students for the workforce. Design/methodology/approach A quantitative, cross-sectional study using an electronic questionnaire was conducted in July 2024 among 284 college students at Universitas Negeri Makassar, Indonesia, who had participated in WBL. Structural equation modeling (SEM) was employed to analyze the data and investigate the direct and mediating effects of need satisfaction on employability outcomes via WBL engagement, considering demographic factors and constructs related to need satisfaction, WBL engagement, employability attributes, and employability competence. Findings The study revealed that need satisfaction (relatedness, competence, and autonomy) significantly influences employability attributes and competence. WBL engagement partially mediates the relationship, showing a positive effect on employability attributes but an insignificant impact on employability competence. Additionally, employability attributes were found to significantly enhance employability competence. These findings underscore the importance of fulfilling students’ needsfor satisfaction and engaging them in work-based learning to improve their employability outcomes. Practical implications To improve student employability and competence through WBL, it is essential to prioritize student needs for relatedness, competence, and autonomy within WBL. Educators and policymakers must create supportive learning environments that address these psychological needs and include practical experiences to better prepare students for workforce challenges. Originality/value While the benefits of WBL have been acknowledged, this study specifically endeavors to explore how catering to students’ psychological needs can augment the effectiveness of WBL. The findings of this research provide empirical evidence that can serve as a foundation for crafting WBL programs that address students’ psychological needs, ultimately enhancing their employability prospects. © 2025 Emerald Publishing Limited
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