Unpacking mediation and moderating effect of digital literacy and life-career knowledge in the relationship between work-integrated learning and graduate employability

Abstract

This research explores the impact of work-integrated learning (WIL) on graduate employability (GE) by examining the mediating role of digital literacy and the moderating role of life-career skills in the relationship between work-integrated learning and graduate employability. The study follows a correlational design and involves 375 students from the School of Health and Information Management at a tertiary education institution in Nigeria. The participants were selected through purposive sampling, and data was analysed using PLS-SEM through SmartPLS4 software. The constructs used in this study were validated through confirmatory factor analysis. The results revealed that work-integrated learning had a direct positive impact on graduate employability and an indirect positive effect through the mediating role of digital literacy skills. However, it was found that life-career skills did not moderate the relationship between work-integrated learning and graduate employability. The study highlights the importance of digital literacy skills for students' preparedness for future employment and proposes a research agenda on the reconceptualization and validation of the life-career scale.