Hendra Pribadi, Adi Atmoko, Imanuel Hitipeuw, Henny Indreswari, Palasara Brahmani Laras, Fiki Prayogi
Background: Globalization, technological disruption, and sustainability challenges have intensified the need for higher education to ensure career sustainability and long-term success. Students are expected to acquire skills related to the SDGs that enhance their employability, adaptability, and resilience, while contributing to sustainable development. Social Cognitive Career Theory (SCCT) offers a comprehensive framework for linking psychological mechanisms with institutional and contextual supports to explain career sustainability. Purpose: This study systematically reviewed literature on career sustainability, employability, and SDG-related skills in higher education to (a) identify publication trends and dominant skill domains, (b) analyze how SCCT constructs explain sustainable career outcomes, and (c) propose strategies for SCCT-informed interventions. Methods: A Systematic Literature Review (SLR) was conducted on 32 empirical studies published between 2014 and 2024, guided by the PRISMA 2020 guidelines. Science mapping, including annual trend analysis, keyword co-occurrence, and co-word clustering, was combined with thematic synthesis to uncover conceptual linkages and research gaps. Results: The findings revealed that soft skills, employability skills, and 21st-century competencies were the most emphasized, primarily aligned with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). However, SDG 10 (Reduced Inequalities) and SDG 13 (Climate Action) were underrepresented. While only a minority of studies explicitly employed SCCT, its constructs, self-efficacy, outcome expectations, personal goals, contextual support, and person input proved valuable in explaining mechanisms that foster sustainable careers. Conclusion: Career sustainability in higher education is best understood as the dynamic interplay between skills, psychological agency, and systemic support. SCCT provides explanatory and practical strength in bridging these dimensions. © The Author(s) 2026.
Department of Guidance and Counselling, State University of Malang, Malang, Indonesia; Department of Educational Psychology, State University of Malang, Malang, Indonesia; Department of Guidance and Counselling, University of Borneo Tarakan, Tarakan, Indonesia; Department of Guidance and Counselling, Mercu Buana University of Yogyakarta, Yogyakarta, Indonesia
