Determinants of Career Goals among Chinese Vocational College Students: Insights from Social Cognitive Career Theory in a Digital Learning Context

Abstract

The formation of clear career goals is critical for vocational college students to successfully navigate the transition from education to employment. In the post‑pandemic era, digital learning platforms and blended learning environments have become integral to vocational education in China, offering new opportunities to support students’ professional development. Drawing on Social Cognitive Career Theory (SCCT), this study investigates the determinants of career goals among Chinese vocational college students in a digital learning context. Data were collected from 400 students in a vocational college in Zhejiang Province using a structured questionnaire measuring vocational interests, outcome expectations, career barriers, career self‑efficacy, career values, and career goals. Students’ participation in digital learning activities, including mobile learning platform usage and blended course engagement, was also recorded. Structural equation modeling (SEM) was employed to examine the hypothesized relationships. The results indicate that vocational interests, outcome expectations, career self‑efficacy, and career values positively influence career goals, while career barriers exert a significant negative effect. Students with higher engagement in digital learning platforms demonstrated clearer career goals than those with lower engagement. The SCCT model exhibited good fit indices, confirming its applicability in a technology‑supported vocational education setting. This study contributes to the integration of educational technology and career development theory by revealing how digital learning environments can facilitate career goal formation. Practical implications include leveraging mobile learning platforms and blended courses to enhance students’ career planning and goal‑setting processes.