Indicators of the “Goals” Element in an Empowering Curriculum to Enhance Employability of Higher Education Graduates and Assessing the Level of Attention

Abstract

This study aimed to systematically identify the indicators of the “goals” element in an empowering curriculum and evaluate the extent of attention paid to these indicators within the disciplines of Education and Psychology to promote graduate employability. The research was applied and pragmatic in nature, using a sequential exploratory mixed-methods design of the instrumental type. The qualitative phase employed phenomenological analysis through semi-structured interviews and a focus group with 23 higher education experts and specialists. The quantitative phase used a descriptive-survey approach with a statistical population of undergraduate students from three major universities; 275 were selected using stratified random sampling. Qualitative data were analyzed by thematic analysis, and quantitative data by descriptive statistics, one-sample t-tests, and MANOVA. Qualitative findings revealed 15 core indicators for curriculum goals, including employer and industry engagement, soft skills development, interdisciplinary perspective, future foresight, flexibility, alignment with societal realities, technology responsiveness, practical applicability, clarity and measurability, and cultural and national alignment. Quantitative analysis showed that while mean scores for all indicators exceeded the baseline (3), overall attention was moderate and no statistically significant differences were found between Education and Psychology students. The study highlights the urgent need to revise and strengthen goal-setting within curricula, particularly in the humanities, to bridge the gap between higher education and labor market needs, foster employability, and support sustainable workforce development.