Employability as a Psychosocial Construct: Bridging the Gap between Education and Employment

Employability is a critical concept in the contemporary labour market. The definition of employability has evolved significantly over the period of time due to changes in market policies and nature. Evidences from various studies indicate that employability is an essential factor that can affect the well-being and health of individuals. Educational institutions should focus on developing these factors which are required when students are ready to participate in the labour market. However, there is lack of constructive approach and theoretical insights to address psychosocial construct of employability which bridge the gap between education and employment. The main objective of this review study was to explore and identify (i) theoretical background and framework of psychosocial employability, (ii) key psychosocial factors influencing employability, and (iii) approaches to foster employability and bridging the gap between education and employability. To fulfill the objectives of the study 33 articles had been identified which were addressing the issues. A review of research articles suggests that employability is best understood as a form of work-specific psychosocial attributes. It comprised key dimensions such as career identity, personal adaptability, social and human capital. This issue can be understood in terms of several theoretical frameworks, such as Social Cognitive Career Theory, Human Capital Theory, and Self-Determination Theory. These theories provide a foundation of understanding how factors like self-efficacy, resilience, social capital, and proactivity contribute to the capacity of individual which navigates the modern labour market. The findings suggest the necessity of adopting a holistic and integrated approach across educational policy, curriculum development, career guidance, and organizational practices to bridge the gap between academic preparation and employment demand. This requires a fundamental shift in focus from merely achieving academic credentials to deliberate cultivation of dynamic psychosocial capabilities that enable lifelong career navigation and well-being.