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Beyond Digital Skills: Work-Integrated Learning, Adaptability, and the Thresholds for Graduate Work Readiness

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Title: Beyond Digital Skills: Work-Integrated Learning, Adaptability, and the Thresholds for Graduate Work Readiness
Language: English
Authors: Despinur Dara (ORCID 0000-0001-7291-4643), Tuong Thien Nguyen, Donny Maha Putra
Source: Higher Education, Skills and Work-based Learning. 2026 16(3):616-630.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Work Based Learning, Education Work Relationship, Digital Literacy, Undergraduate Students, Career Readiness, Adjustment (to Environment), Technological Literacy, Employment Potential, Foreign Countries
Geographic Terms: Indonesia
DOI: 10.1108/HESWBL-10-2025-0446
ISSN: 2042-3896
Abstract: Purpose: This study examines how work-integrated learning (WIL) contributes to graduate work readiness (WR) by distinguishing digital literacy (DL) as an upstream enabler and technological adaptability (TA) as the proximal driver. It further identifies the minimum capability thresholds required for readiness in a developing-country context. Design/methodology/approach: Data were collected from a cross-sectional survey of 520 Indonesian final-year undergraduates with at least three months of WIL. Covariance-based structural equation modelling (SEM) with robust maximum likelihood and bootstrapped indirect effects was used to test the hypothesised pathways. Necessary Condition Analysis (NCA) identified capability thresholds, while multi-group tests compared Social Sciences and STEM cohorts. Findings: WIL significantly enhanced both DL and TA; DL also strengthened TA. When modelled jointly, TA emerged as the strongest predictor of WR, while the direct DL-WR link was negligible. Mediation occurred only through the TA. NCA revealed practical thresholds: TA ˜2.25, DL ˜2.00, and WIL exposure ˜2.80 (four-point scale). These pathways proved stable across disciplinary fields. Practical implications: WIL should be designed to ensure students cross these thresholds by incorporating practice-rich tasks, mentoring, and structured reflection. Readiness should be assessed through adaptive performance rather than tool-based checklists. In Indonesia, where only 19% of young adults hold tertiary qualifications and fewer than 1% possess advanced digital skills, these mechanisms are crucial for aligning higher education with labour-market demands. Originality/value: The study advances an Adaptive Readiness Mechanism (ARM) in which WIL cultivates TA that drives WR, with DL scaffolding TA. By combining SEM and NCA, it contributes both explanatory and threshold-based insights, offering a portable framework for curriculum design, employer engagement, and policy development in volatile digital economies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505982
Database: ERIC
FullText Text:
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IllustrationInfo
Items – Name: Title
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  Data: Beyond Digital Skills: Work-Integrated Learning, Adaptability, and the Thresholds for Graduate Work Readiness
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Despinur+Dara%22">Despinur Dara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7291-4643">0000-0001-7291-4643</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tuong+Thien+Nguyen%22">Tuong Thien Nguyen</searchLink><br /><searchLink fieldCode="AR" term="%22Donny+Maha+Putra%22">Donny Maha Putra</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2026 16(3):616-630.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 15
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Potential%22">Employment Potential</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/HESWBL-10-2025-0446
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2042-3896
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examines how work-integrated learning (WIL) contributes to graduate work readiness (WR) by distinguishing digital literacy (DL) as an upstream enabler and technological adaptability (TA) as the proximal driver. It further identifies the minimum capability thresholds required for readiness in a developing-country context. Design/methodology/approach: Data were collected from a cross-sectional survey of 520 Indonesian final-year undergraduates with at least three months of WIL. Covariance-based structural equation modelling (SEM) with robust maximum likelihood and bootstrapped indirect effects was used to test the hypothesised pathways. Necessary Condition Analysis (NCA) identified capability thresholds, while multi-group tests compared Social Sciences and STEM cohorts. Findings: WIL significantly enhanced both DL and TA; DL also strengthened TA. When modelled jointly, TA emerged as the strongest predictor of WR, while the direct DL-WR link was negligible. Mediation occurred only through the TA. NCA revealed practical thresholds: TA ˜2.25, DL ˜2.00, and WIL exposure ˜2.80 (four-point scale). These pathways proved stable across disciplinary fields. Practical implications: WIL should be designed to ensure students cross these thresholds by incorporating practice-rich tasks, mentoring, and structured reflection. Readiness should be assessed through adaptive performance rather than tool-based checklists. In Indonesia, where only 19% of young adults hold tertiary qualifications and fewer than 1% possess advanced digital skills, these mechanisms are crucial for aligning higher education with labour-market demands. Originality/value: The study advances an Adaptive Readiness Mechanism (ARM) in which WIL cultivates TA that drives WR, with DL scaffolding TA. By combining SEM and NCA, it contributes both explanatory and threshold-based insights, offering a portable framework for curriculum design, employer engagement, and policy development in volatile digital economies.
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  Data: 2026
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  Data: EJ1505982
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        Value: 10.1108/HESWBL-10-2025-0446
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      – Text: English
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        PageCount: 15
        StartPage: 616
    Subjects:
      – SubjectFull: Work Based Learning
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      – SubjectFull: Education Work Relationship
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Career Readiness
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Employment Potential
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
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      – TitleFull: Beyond Digital Skills: Work-Integrated Learning, Adaptability, and the Thresholds for Graduate Work Readiness
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