ARTICLE
Volume 10,Issue 8
12 December 2025
Group Differences and Enhancement Strategies in Career Adaptability: An Empirical Study of 257 Teacher Education Students Majoring in Primary Education
Caiwei Zhu
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1
Teacher Education College of Qilu Normal University, Qilu, China,
JCER 2025 , 9(11), 390–396;
https://doi.org/10.26689/jcer.v9i11.13028
© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )
Abstract
To understand career adaptability among undergraduates majoring in Primary Education in provincial normal universities, this study surveyed 257 such students and analyzed the current state and characteristics of their career adaptability. The results indicate that their overall career adaptability is moderately high. Significant differences in career adaptability were found by program type. Maternal education exerted a notable influence on overall career adaptability and on the “career confidence” dimension, whereas paternal education only showed a highly significant effect on “career confidence.” Therefore, schools should consolidate their role as the main arena for education, while families should provide supportive environments, jointly addressing the career adaptation and development needs of Primary Education undergraduates and further enhancing their career adaptability.
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