Examining inter-relationships among 21st century learning skills and their impacts on tertiary learners’ readiness for careers in Industry Revolution 4.0 era

Purpose As the world is embarking on Industry Revolution 4.0 (IR 4.0), employers demand more learning and soft skills from graduates to adapt to agile and disruptive work environments. Hence, 21st century learning skills are vital for sustainable career advancement in the current job paradigm shift initiated by IR 4.0-driven technologies. This research examines inter-relationships among 21st century skills and their effects on tertiary learners’ readiness for future employment in IR 4.0 era. Design/methodology/approach The quantitative research methodology with a questionnaire survey is used. Question items in the questionnaire were adapted from past studies. A sample of tertiary learners who are currently pursuing their final year degree programs in a comprehensive university are recruited using a multi-staged cluster sampling technique. Partial least square-structural equation modeling (PLS-SEM) is applied to analyze data collected from 174 respondents. Findings The research findings reveal that tertiary learners’ critical thinking and problem-solving skills significantly influence their perceived readiness to face future employment in IR 4.0 era. Tertiary learners’ communication skills facilitate better collaboration skills that directly influence their problem-solving skills. Their critical thinking skills partially mediate the effect of tertiary learners’ creativity skills on their problem-solving skills. Originality/value These research findings provide insights into the inter-relationships among 21st century learning skills that significantly influence tertiary learners’ readiness for their future careers so that stakeholders, including tertiary learners, lecturers and higher education policymakers, can work hand-in-hand toward enhancing employability among fresh graduates in IR 4.0 era.