Journal Press India^®

Author Details ( * ) denotes Corresponding author

Purpose: This study examines the role of interdisciplinary education in enhancing career readiness among undergraduate students. Specifically, it investigates how interdisciplinary exposure, skill-based learning, and curriculum flexibility influence career readiness through the mediating roles of career clarity and critical thinking.

Design/Methodology/Approach: A quantitative cross-sectional research design was adopted. Data were collected from 150 undergraduate students enrolled in an interdisciplinary degree programme using a structured questionnaire measured on a five-point Likert scale. Hypotheses were tested using structural model analysis.

Findings: The results indicate that interdisciplinary exposure significantly enhances career clarity and critical thinking. Skill-based learning and curriculum flexibility were found to have direct positive effects on career readiness. Furthermore, career clarity and critical thinking significantly predict career readiness. The structural model explains 68% of the variance in career readiness, indicating substantial explanatory power.

Implications: The findings suggest that universities should promote interdisciplinary structures, embed skill-based learning components, and provide flexible curriculum pathways to enhance students’ vocational preparedness. Structured career development support should also be integrated within academic programmes.

Originality/Value: This study contributes empirical evidence to the limited literature on interdisciplinary degree models and employability, highlighting the importance of outcome-based and flexible educational frameworks in strengthening youth career readiness.

Keywords

Interdisciplinary Education; Career Readiness; Curriculum Flexibility; Skill-Based Learning; Career Clarity; Critical Thinking; Outcome-Based Education; Youth Employability

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