EMPLOYING AN ANDRAGOGICAL APPROACH IN THE DEVELOPMENT OF EDUCATIONAL INTERNSHIP E-MODULES TO ENHANCE CAREER ADAPTABILITY AMONG ECONOMIC EDUCATION STUDENTS

Abstract

In today’s dynamic labor market, career adaptability has emerged as a critical competency for university students, particularly those enrolled in economic education programs. This study explores the integration of an andragogical approach in the development of educational internship e-modules as a strategy to enhance students’ career adaptability. Employing a Systematic Literature Review (SLR) methodology, the research synthesizes findings from peer-reviewed publications indexed in reputable academic databases over the past decade. The review is structured around three core themes: (1) the theoretical foundations and efficacy of andragogy in higher education settings, (2) best practices in the design and implementation of e-learning modules for internship programs, and (3) the determinants of career adaptability among economic education students. The findings underscore that e-modules grounded in andragogical principles—such as self-directed learning, experiential engagement, and alignment with learners’ future career goals—significantly strengthen students' adaptive capacities in navigating career transitions. Furthermore, the inclusion of reflective activities, mentorship elements, and real-world simulations within the e-modules is found to promote autonomy, self-efficacy, and proactive career development. This study advances both theoretical understanding and practical application by proposing a conceptual framework for designing andragogy-oriented internship e-modules tailored to the developmental needs of economic education students. The findings emphasize the imperative of aligning instructional design with adult learning principles to effectively equip students for success in a rapidly changing economic landscape.