Determination of Career Readiness of Prospective Economics Teachers in the Digital Era: Economic Behavior, Self-Efficacy, Social Support, Career Planning, and Career Motivation

Abstract

This study aims to analyze the influence of economic behavior, self-efficacy, social support, and career planning on career readiness to become a teacher in the digital era. Using the Social Cognitive Career Theory (SCCT) and Self-Determination Theory (SDT), this research finds that these factors play a significant role in preparing Economics Education students for the increasingly digitalized workforce. Economic behavior, such as personal financial management and financial literacy, was found to enhance career readiness. Self-efficacy and social support also contribute to career readiness, while career planning serves as an operational factor with direct influence. Career motivation, acting as a mediator, strengthens the impact of these factors on career readiness. These findings are expected to provide input for the development of curriculum and career guidance programs in higher education.