<![CDATA[Innovative behavior has become an essential competency for university students in responding to the demands of the Industry 4.0 era. However, despite their participation in practice-based learning experiences, many students have not yet developed the capacity to translate these experiences into innovative actions. This study aimed to analyze and evaluate the effect of learning agility on the innovative behavior of university students who had completed internship programs. A quantitative explanatory research design was employed. The participants consisted of 303 undergraduate students who had completed an internship program and were selected using purposive sampling. Data were collected through an online survey using the Learning Agility Scale and the Innovative Behavior Scale. Confirmatory Factor Analysis (CFA) was conducted to examine the construct validity of the measurement instruments, while Structural Equation Modeling (SEM) was employed to investigate the structural relationship between learning agility and innovative behavior. The findings demonstrated that the measurement instruments exhibited satisfactory construct validity and that learning agility exerted a positive and significant effect on students' innovative behavior. These findings indicate that learning agility is a critical personal capability that enables students to transform experiential learning into innovative actions. The study highlights the importance of integrating adaptive, reflective, and experience-based learning strategies into higher education curricula to strengthen students' readiness for increasingly dynamic and innovation-driven workplaces.]]>
