Author Information
Hsiang-I Chen, Ming Chuan University, TaiwanLi-Jiuan Tsay, Ming Chuan University, Taiwan
Abstract
The rapid advancement of artificial intelligence (AI) has profoundly reshaped the global employment landscape. It generated new opportunities while simultaneously intensifying concerns regarding job preparedness among college graduates. Although higher education remains a gateway to professional success, a growing number of recent graduates demonstrate frustration and anxiety over the skills gap between what they learned in school and what employers now require. The primary purpose of this study was to examine the factors contributing to job-seeking anxiety among college students in the context of the AI era. Quantitative data were collected from 297 senior students representing three academic divisions: Social Science, Engineering, and Fine Arts, through a structured questionnaire. The analysis revealed that self-doubt regarding personal competence ranked as the most significant factor influencing anxiety across all three groups. Particularly, nearly half of the participants from the Social Science division identified insecurity about their own abilities as their greatest source of concern. These findings underscore the necessity for higher education institutions to critically evaluate and realign their curricula with the realities of technological transformation. Incorporating interdisciplinary, practice-oriented, and AI-relevant skill development into university programs may help alleviate students’ career-related anxiety and enhance their readiness for an increasingly dynamic labor market. It is hoped that this study offers meaningful implications for educators and career counselors in supporting students to build greater confidence, adaptability, and competence for the evolving workforce.
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