Southern Illinois University, Carbondale, United States
This study explores the roles of artificial intelligence (AI) adoption, creativity, innovation, and mentoring in enhancing college students’ perceived employability, framed within the Social Cognitive Career Theory (SCCT). Employability, defined as the set of skills, knowledge, and attributes that increase one’s value in the labor market, is an urgent concern in China’s highly competitive job market, where youth unemployment rates are at record highs. AI adoption, while presenting opportunities for personalized learning and innovation, raises questions about its influence on students’ creativity, innovative capacity, and employability. Mentoring, recognized for its support in career and academic development, is examined for its moderating role in strengthening these relationships. A quantitative approach using an anonymous online questionnaire surveyed 513 Chinese undergraduates, with data analyzed through PLS-SEM. Results indicate that AI adoption significantly impacts perceived employability, with creative self-efficacy and innovative behaviors acting as mediators. However, the moderating effect of mentoring was not confirmed. Instead, academic subject knowledge support emerged as a critical factor in enhancing the pathway from AI adoption to creative self-efficacy. These findings extend SCCT by highlighting the interplay between behavioral, personal, and environmental factors in career outcomes. They emphasize the importance of tailored mentoring and AI-enhanced curricula in fostering creativity and innovation.
