اشتغال‌پذیری دانش‌آموزان متوسطه دوم در پرتو سه بُعد مهارتی و چهار عامل زمینه‌ای: یک مرور نظام‌مند

مریم  خادمی; آزیتا جویباری; رضا  سورانی یانچشمه; بابک  نصیری قرقانی

Authors

Maryam Khademi Department of Educational Governance and Human Capital, WT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0008-4050-1156
Azita Jooybari Department of Educational Governance and Human Capital, WT.C., Islamic Azad University, Tehran, Iran https://orcid.org/0000-0001-5533-6845
Reza Sourani Yancheshmeh Department of Educational Governance and Human Capital, WT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0001-8787-3610
Babak Nasiri Ghareghani Department of Educational Governance and Human Capital, WT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0003-1056-1234

Keywords:

Employability, family support, school quality, school-industry linkage, self-management, skill-based education, soft skills, teacher competence, technical skills, upper secondary education

Abstract

This study aimed to systematically review the evidence on employability among upper secondary school students and explain it within a framework of three skill dimensions and four contextual factors. This systematic review searched Web of Science, Scopus, ERIC, PsycINFO, ProQuest, Google Scholar, SID, Magiran, and Noormags using terms related to employability, work readiness, employability skills, school-to-work transition, vocational skills, and upper secondary school students. The initial search identified 1,286 records. After removing 312 duplicates, 974 titles and abstracts were screened. Full texts of 158 studies were assessed, and 47 studies met the inclusion criteria and entered the final synthesis. Data were extracted using a structured form and analyzed through directed content analysis and narrative synthesis. Findings were organized into three skill dimensions—technical and vocational skills, cognitive and learning skills, and social-emotional and transferable skills—and four contextual domains—individual, family, school-educational, and socioeconomic/labor-market factors. Social-emotional and transferable skills were reported in 38 studies (80.9%), cognitive and learning skills in 34 studies (72.3%), and technical and vocational skills in 27 studies (57.4%). Among contextual factors, school-educational factors were the most frequent, appearing in 35 studies (74.5%), followed by individual factors (66.0%), family factors (46.8%), and socioeconomic/labor-market factors (42.6%). The strongest cross-study pattern involved the interaction between social-emotional and transferable skills and school-educational factors, reported in 26 studies (55.3%). Internships, career guidance, self-efficacy, communication skills, teamwork, problem solving, and digital literacy were among the most frequently identified contributors to employability. Employability among upper secondary school students is a multidimensional and context-dependent construct emerging from the interaction of technical, cognitive, and social-emotional skills with individual, family, school, and labor-market conditions. Sustainable employability development therefore requires an integrated approach combining skill-based education, self-regulated learning, transferable skills, career guidance, and stronger connections between schools and real work environments.

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