Exploring Career Adaptability and Social Justice in Greek University Students
DOI:
https://doi.org/10.22159/ijoe.2025v13i4.54121Keywords:
career adaptability, higher education, social justice, sustainable career development, undergraduate studentsAbstract
This study examines the correlation between social justice (SJ) and career adaptability (CA) among Greek undergraduate students, addressing a critical need in post-pandemic career development within multicultural labor markets. Using the Career Adapt-Abilities Scale (CAAS-2012) and the Social Justice Scale (SJS- 2011), we analyzed data from 188 participants. Strong positive correlations emerged between CA subscales (Concern, control, curiosity, and confidence) and SJ intentions (r = 0.35–0.42, p < 0.05), with curiosity as the strongest predictor (r = 0.39, p < 0.05). Gender differences were significant: Women reported higher SJ attitudes (M = 6.43) than men (M = 6.13, p < 0.05), suggesting gendered patterns in advocacy readiness. Students without learning disabilities scored higher on SJ behaviors (M = 6.31 vs. 5.83, p < 0.05), highlighting an equity gap. The findings underscore that adaptability and social justice are interdependent for Gen Z’s well-being, calling for curriculum reforms in higher education.
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