Digital Literacy and Career Decision-Making Self-Efficacy Among University Students

Abstract

In the context of rapid digital transformation, digital literacy has become an essential competency influencing university students’ career development. This study examines the relationship between digital literacy and career decision-making self-efficacy (CDSE) among university students. Using a quantitative cross-sectional design, data from over 200 students were analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Digital literacy was conceptualized as a multidimensional construct, while CDSE reflected confidence in career-related decision-making tasks. The results reveal that digital literacy has a statistically significant but negative effect on CDSE, suggesting that higher levels of digital literacy may be associated with lower confidence in career decisions. This may be due to increased exposure to complex and abundant career information, which can heighten uncertainty. The findings highlight the dual role of digital literacy and suggest that higher education institutions should complement digital skills training with structured career guidance to better support students’ decision-making.