Surendra Prasad Joshi

The study examined the Nepalese youth’s self-directed learning and job-seeking characteristics. It collected primary data from fresh graduates of Nepal’s leading universities to understand self-directed learning motivations and job search behavior. It focused on graduates enrolled in different job preparatory programs to improve their chances of securing employment in 2022. Using a five-point Likert scale, the survey covered general information, self-learning, and job-searching. The purposive sample field survey in Kathmandu Valley from July to December 2022 targeted 500 respondents and yielded 327 completed surveys for analysis. Data analysis shows a substantial correlation between self-directed learning and job-seeking among Nepalese young people (β = 0.877, CR = 18.203, p < 0.01). A substantial positive correlation was identified between self-monitoring, adaptability, and job-seeking activity (β = 0.927, p = 0.000). Likewise, this study found a substantial positive correlation between motivation and job-seeking activity (β = 0.887, p < 0.00), and goal setting and planning have a significant favorable effect on job-seeking behavior (β = 0.445, p < 0.00). Such findings contribute valuable insights into the interplay of self-learning elements and their implications for the job-seeking behavior of young individuals in the Nepalese context. The importance of promoting self-directed learning and emphasizing fundamental attributes has grown significantly as young individuals navigate the dynamic job marketplace and seek assistance in integrating into employment.

Acknowledgment
The authors would like to express profound gratitude and appreciation to the University Grant Commission (UGC) Nepal for supporting this research (FRG-78/79-Mgmt 02).

Higher education institutions are vital for preparing future professionals and integrating education with the job market. Nevertheless, the limited opportunities for career-orientated education in Nepal continue to pose a significant challenge to the employability of youths. This study examines the impact of the higher education institutional environment and career development learnings on the employability of Nepalese youth. It also examines how career development learning influences the connection between the higher education environment and employment preparedness. The study employs a descriptive and causal methodology, using data from a survey of 411 respondents aged 21–35 actively pursuing work and engaging in career-preparatory courses in Nepal. It employed structural equation modeling to analyze the data and assess the proposed hypotheses. The results suggest that the higher education institution environment does not significantly improve employability (β = 0.038, p > 0.05). Career development learning influences this association (β = 0.803, p < 0.05), underscoring its essential function in converting educational experiences into competencies and preparedness for the job market. The paper stresses the importance of self-determination theory, illustrating how autonomy, competence, and interpersonal interactions contribute to personal development and motivation. Despite the specific cultural and economic context, the outcomes highlight the importance of higher education institutions in fostering career-oriented learning opportunities, advancing employability, and promoting broader developmental goals.