EDUCATIONAL PRIORITIES AND CAREER PREPARATION AMONG ICT STUDENTS AT DIFFERENT STAGES OF HIGHER EDUCATIONRATION, AND INSTITUTIONAL SUPPORT
DOI:
https://doi.org/10.69980/21d15p86Abstract
Career preparation in information and communication technology (ICT) education requires the integration of academic learning, practical competencies, institutional support, and progressive engagement with employment-oriented activities. This study examined educational priorities, career-preparation behaviours, institutional support, and perceived career readiness across stages of higher education. A quantitative cross-sectional analysis was conducted using a dataset of 600 ICT students equally distributed across early, middle, and final educational stages. Stage differences were assessed using analysis of variance, Welch’s ANOVA, chi-square tests, effect sizes, and multivariable modelling. Educational priorities shifted from academic performance toward technical skills, practical projects, professional certification, and industry exposure as educational stage advanced. Career Preparation Index increased from 0.134 in early-stage students to 0.487 in final-stage students, while Career Readiness Score increased from 2.793 to 3.759. Final-stage students showed markedly greater engagement in internships, portfolio development, interview preparation, and active job searching. Multivariable analysis identified educational stage and institutional support as significant correlates of career preparation and readiness, while career-preparation engagement was strongly associated with readiness. These findings support progressively embedding career-development opportunities throughout ICT programmes. Empirical longitudinal and multi-institutional studies are required to validate these data patterns and assess their generalizability.
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