Unlocking workforce readiness through digital employability skills in vocational education Graduates: A PLS-SEM analysis based on human capital Theory

Digital Communication and Collaboration (DCC) refers to conveying ideas clearly and collaborating effectively using digital platforms in professional settings. This competence fosters interaction across diverse roles and organizational structures (Jatmoko et al., 2023; Kholifah et al., 2024). DCC enhances productivity, supports remote teamwork, and encourages innovative outcomes through cross-functional collaboration (Feng & Liang, 2024; Sumarni & Sudira, 2022). Its assessment includes indicators such as active participation in virtual teams, effective use of communication tools, and the clarity and professionalism of digital interactions (Li et al., 2024; van Laar et al., 2017; Zhao & Ko, 2024). In essence, DCC reflects proficiency in using digital communication platforms, managing virtual projects, and collaborating to share and organize information efficiently.Discriminant validity was assessed to determine how each construct is distinct. The results confirmed that the square root of the AVE (\u221AAVE) for each construct exceeded the correlations between constructs, indicating satisfactory discriminant validity. As shown in the correlation matrix (Table 3), the correlation of APS with itself (0.861) is greater than its correlations with other constructs (APS \u2192 IRI = 0.775; APS \u2192 DCC = 0.610; APS \u2192 DCP = 0.578), supporting the distinctiveness of the APS construct (see Table 4).The empirical findings of this study highlight the significant influence of employability skills on career readiness for vocational education graduates, aligning with recommendations in the literature. Key skills, such as people management, complex problem-solving, critical thinking, creativity, coordination, emotional intelligence, and decision-making in the context of digitalization, have a dominant impact on readiness. Graduates' digital skills (DSS), anxiety towards ICT (ATI), and technology adaptation (TAD) significantly enhance their digital preparedness, as evidenced by the support for multiple hypotheses (H-Dir1a, H-Dir1b, H-Dir1c, H-Dir2a, H-Dir2b, H-Dir2c, H-Dir3a, H-Dir3b, and H-Dir4a). However, the hypothesis H-Dir3c, which suggests that TAD facilitates ICT Resource Integration (IRI), is not supported, possibly due to the limited integration of advanced technologies in vocational programs. This study confirms prior research (Ozer & Perc, 2020; Vieira et al., 2022), underscoring the gap between vocational education and industry technology, while supporting Nguyen et al. (2022) that mastering specific software enhances graduates' technical competencies, fostering innovation and creativity needed for solving complex challenges (Reddy et al., 2020; Susanto et al., 2020).

Digital Communication and Collaboration (DCC) refers to conveying ideas clearly and collaborating effectively using digital platforms in professional settings. This competence fosters interaction across diverse roles and organizational structures (Jatmoko et al., 2023; Kholifah et al., 2024). DCC enhances productivity, supports remote teamwork, and encourages innovative outcomes through cross-functional collaboration (Feng & Liang, 2024; Sumarni & Sudira, 2022). Its assessment includes indicators such as active participation in virtual teams, effective use of communication tools, and the clarity and professionalism of digital interactions (Li et al., 2024; van Laar et al., 2017; Zhao & Ko, 2024). In essence, DCC reflects proficiency in using digital communication platforms, managing virtual projects, and collaborating to share and organize information efficiently.Discriminant validity was assessed to determine how each construct is distinct. The results confirmed that the square root of the AVE (\u221AAVE) for each construct exceeded the correlations between constructs, indicating satisfactory discriminant validity. As shown in the correlation matrix (Table 3), the correlation of APS with itself (0.861) is greater than its correlations with other constructs (APS \u2192 IRI = 0.775; APS \u2192 DCC = 0.610; APS \u2192 DCP = 0.578), supporting the distinctiveness of the APS construct (see Table 4).The empirical findings of this study highlight the significant influence of employability skills on career readiness for vocational education graduates, aligning with recommendations in the literature. Key skills, such as people management, complex problem-solving, critical thinking, creativity, coordination, emotional intelligence, and decision-making in the context of digitalization, have a dominant impact on readiness. Graduates' digital skills (DSS), anxiety towards ICT (ATI), and technology adaptation (TAD) significantly enhance their digital preparedness, as evidenced by the support for multiple hypotheses (H-Dir1a, H-Dir1b, H-Dir1c, H-Dir2a, H-Dir2b, H-Dir2c, H-Dir3a, H-Dir3b, and H-Dir4a). However, the hypothesis H-Dir3c, which suggests that TAD facilitates ICT Resource Integration (IRI), is not supported, possibly due to the limited integration of advanced technologies in vocational programs. This study confirms prior research (Ozer & Perc, 2020; Vieira et al., 2022), underscoring the gap between vocational education and industry technology, while supporting Nguyen et al. (2022) that mastering specific software enhances graduates' technical competencies, fostering innovation and creativity needed for solving complex challenges (Reddy et al., 2020; Susanto et al., 2020).