A Lecturer-Based Assessment of Career Adaptability Levels among Primary Education Students in the Context of Digital Transformation

Abstract

The digital revolution is transforming the competency requirements for primary school educators, emphasizing digital pedagogy, flexibility, and adaptability. Teacher education programs require detailed proof concerning the present exhibition of career adaptability by preserving primary education students, as evaluated by instructors. The study examined 60 instructors at Hung Vuong University; following the elimination of invalid responses, 58 valid questionnaires were assessed. Instructors assessed the career adaptability of primary education students from three cohorts (K20, K21, K22) utilizing a rubric grounded in a 5-point Likert scale across seven dimensions: career perception, program analysis, digital classroom organization, teaching method adjustment, emotional management, digital technology proficiency, and self-study/self-development. Data were examined descriptively through the utilization of mean scores.K20 exhibited the greatest overall mean scores across all categories (ranging from 3.07 to 4.22), K21 demonstrated moderate levels (from 3.13 to 3.43), while K22 consistently attained the lowest scores (between 2.93 and 3.03). The maximum score among all cohorts was K20’s career perception adjustment (M = 4.22), whereas the minimum was K22’s score in the same dimension (M = 2.93). K21 marginally exceeded K20 and K22 solely in digital technology proficiency (mean of K21 = 3.16, mean of K20 = 3.00, mean of K22 = 2.98). The results indicate moderate adaptation rather than outstanding performance.The findings describe the current state of job adaptability among primary education students amid the digital revolution, reveal significant inequalities among groups, and suggest areas requiring additional training and support.

 Received: 04 December  2025 / Accepted: 21 April 2026 / Published: May 2026