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All Journal Journal of Educational Management Research
Melly Nuryani
Sekolah Tinggi Agama Islam Al Mukhlisin
Humanities Education Social Sciences

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Managing Digital Technologies and Soft Skills to Enhance Graduate Employability: The Mediating Role of Psychological Well-Being in Higher Education Efrita Norman; Melly Nuryani; Enah Pahlawati; Lina Marliani
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1748

Abstract

This study aims to synthesize empirical evidence on the relationships among Industry 4.0–driven digital technologies, soft skills development, psychological well-being, and graduate employability in higher education, with particular attention to mediating and moderating mechanisms. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines using the Scopus database, applying inclusion criteria related to publication year (2020–2025), document type, language, subject area, and relevance, resulting in 21 empirical studies analyzed through thematic analysis. The findings indicate that digital technologies function as conditional enablers of soft skills, demonstrating stronger effects when embedded in experiential and participatory pedagogies; digital learning environments also show ambivalent effects on psychological well-being, enhancing engagement when well designed but generating stress when pedagogical and organizational support is inadequate. Furthermore, soft skills consistently emerge as dominant predictors of employability beyond technical skills alone, while psychological well-being plays a crucial mediating role in the relationship between digital technologies, soft skills, and career outcomes, with leadership, organizational culture, and learning ecosystems acting as key moderating factors. These findings imply that higher education institutions must adopt integrated educational management strategies that balance digital innovation with soft skills development and psychological well-being to sustainably enhance graduate employability in the Industry 4.0 era
Digital Teaching Readiness among Islamic Education Students: The Role of Competence, Self-Regulation, and Media Use Melly Nuryani; Taufik Hidayat
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2672

Abstract

This study aims to examine the influence of digital competence and learning regulation on digital teaching readiness through digital media utilization among preservice teachers in an Islamic teacher education program. A quantitative explanatory design was employed, involving 50 undergraduate students selected through a saturated sampling technique. Data were collected using closed-ended Likert-scale questionnaires and analyzed with Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that digital competence and learning regulation positively and significantly influence digital media utilization. Digital competence also has a positive and significant direct effect on digital teaching readiness, whereas learning regulation does not show a significant direct effect. Furthermore, digital media utilization significantly enhances digital teaching readiness but does not significantly mediate the relationships between digital competence, learning regulation, and digital teaching readiness. The structural model explains 26.6% of the variance in digital media utilization and 43.2% of the variance in digital teaching readiness. These findings imply that teacher education programs should prioritize strengthening students’ digital competence and expanding meaningful digital media utilization to better prepare future teachers for effective digital teaching in contemporary educational environments.
Co-Authors Efrita Norman Enah Pahlawati Lina Marliani Taufik Hidayat