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Considering the Significance of Digital Competences on Social
Sciences Graduates’ Employability: Views From Young Professionals
on Board
Roozita Maskun
1*
, Siti Murni Mat Khairi
2
, Munsif Ullah
3
, Elaina Rose Joharr
4
, Mohamad Noor Azman
Sulaiman
5
, Nurulazlina Ramli
6
1,6
SEGI University & Colleges
2
Universiti Technology MARA, Kedah Branch, Malaysia
3
Universiti Kebangsaan Malaysia, Bangi Malaysia
4
IQRA National University, Swat Campus
5
Noble Feature Sdn. Bhd
*
Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000532
Received: 02 November 2025; Accepted: 08 November 2025; Published: 18 November 2025
ABSTRACT
Purpose
The aim of this paper is to identify and discuss the significant of digital competency needed for employability,
on young professional in Malaysia. What is expected by the employer when they enter the labor market?
Design/methodology/approach The study used qualitative design. Focus group discussions were used to
collect data from young graduates who able to secure job right or within 6 months after graduate. Data
collected were analysed using thematic categorization. Results were presented using descriptive and narrative
form. An inductive approach used to understand and analyse the ability of being employed. Round-table talk
are the primary sources for this paper. Findings . The study identifies key digital competencies that
contribute to the employability of young professionals in Malaysia. These include digital academic knowledge,
digital communication, digital problem-solving, and digital work experience. Among these, digital work
experience appears to be of higher priority, playing a critical role in the successful employment of Social
Sciences graduates in Malaysia. Practical implications The findings of this study provide valuable insights
for higher education institutions in developing professional development plans aimed at equipping students
with the necessary digital skills. The study underscores the importance of adopting the right competencies
within university curricula to align with industry demands. Furthermore, it highlights the need for the redesign
of relevant courses to enhance graduates' performance and maintain their competitiveness in the labor market.
Originality/value This paper is to identify the comprehensive of digital competency expectations of young
professionals of Social Sciences in Malaysia.
expectations by the employer and competency possessed by the young professionals. Research
limitations/implications The empirical part of the study was limited to the Social Sciences young
professionals in Malaysia. A similar study covering all sectors of the national economy will offer a complete
on the skills needs for various field and its preparedness to contribute in the emerging digital economy.
Novelty:- This study provides original insights into how young professionals perceive and apply digital
competencies within their early career experiences. It contributes to the ongoing discussion on digital
employability by presenting qualitative evidence from Malaysian Social Sciences graduate.
Keywords: Digital competency, Knowledge, Attributes, young professionals, business graduates, graduates.
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INTRODUCTION
The Fourth Industrial Revolution (Industry 4.0) and the accelerating pace of digital transformation continue to
reshape industries worldwide. Driven by technological innovation, this revolution has fundamentally changed
how individuals live, learn, and work. It has also created growing expectations for a digitally competent
workforce capable of adapting to dynamic and technology-driven environments. As organizations increasingly
depend on digital solutions for efficiency and productivity, employees are expected to possess strong digital
competencies that support performance in hybrid and flexible work settings (Aroles et al., 2021; Vyas, 2022).
In developing countries such as Malaysia, the expansion of professional education has been vital in supporting
the knowledge-based economy. However, while higher education institutions have produced a large number of
graduates, many employers continue to report a lack of essential digital and employability skills among new
entrants to the workforce (Pitan, 2016; Senior & Cubbidge, 2010). The mismatch between the competencies
developed at universities and those required by industries has raised serious concerns about graduate readiness
for employment.
Previous studies highlight that the lack of employability skills, particularly digital and transferable
Leong, &
Zhang, 2018; Razak, Yusof, Syazana, Jaafar, & Talib, 2014). Employers expect young professionals not only
to demonstrate disciplinary knowledge but also to apply digital tools effectively to problem-solving,
communication, and collaboration. As Tomlinson (2017) argues, universities must take greater responsibility
for ensuring students develop both discipline-specific and generic skills aligned with labour market
expectations.
In Malaysia, graduate unemployment remains a persistent issue. Data from the Ministry of Higher Education
(2023) shows that many graduates struggle to find employment within six months after graduation, with Social
Sciences graduates representing a significant portion of the unemployed cohort. According to the Ministry of
Economy and the Department of Statistics Malaysia (2023), the national unemployment rate remained at 3.3%,
with the Social Sciences field recording the highest proportion of unemployed graduates. This trend reflects an
urgent need to strengthen digital and professional competencies among these graduates.
Figure 1. Percentage of unemployment rate, Nov2023
Note: Adapted from Ministry of Economy, DOSM
Statistic showed the highest percentage of unemployment according to the field of studies in Malaysia for the
year 2019, are those form Social Sciences field with 35%, Engineering field with 24%, Sciences field with
11.3% and the remaining percentage on other fields (see Figure 2). Agreed with Perianez-Canadillas et. al
(2019) where there is unclear classification of what kind of competences these social sciences field should be
acquired for employability. Thus the robustness of definition on digital competency is mixed-up with other
field.
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Industry leaders have emphasized that many graduates, while knowledgeable in their academic disciplines,
lack the practical digital competencies required to navigate modern workplaces (Mazlan, Manaf, Ahmad, &
Zawawi, 2017). Potential employers often select from a large pool of candidates, prioritizing those who
demonstrate strong digital readiness and workplace adaptability (Ministry of Higher Education Malaysia,
2019). Consequently, graduates are expected to equip themselves not only with subject matter knowledge but
also with the digital fluency and work experience necessary to remain competitive.
Figure 2. Percentage of unemployed graduates by field.
Note: Adapted from Ministry of Higher Education Malaysia, Graduate Tracers Study
Digital Professional as having domain knowledge, work place, business, and digital skills. Yet despite the
industry calls that universities should deliver well-qualified digitally literate graduates, studies to date narrowly
define employability for specific disciplinary jobs, overlooking the need for digital career competencies
Those are the relevant skills and required by current 21
st
century.
This study therefore aims to analyze how digital competencies influence employability among young
professionals from the Social Sciences field in Malaysia. It explores the digital skills and attributes that enable
graduates to secure employment and identifies the competencies most valued by employers. By focusing on
graduates who successfully transitioned into employment, this paper offers insights into the specific digital
competencies that support employability and highlights implications for curriculum improvement in higher
education institutions.
LITERATURE REVIEW
Knowledge, Skills, and Attributes of Young Professionals
Employability has long been linked to the possession of relevant knowledge, skills, and personal attributes that
enable individuals to secure and sustain employment. Graduates entering the workforce are expected not only
to apply their disciplinary knowledge but also to demonstrate critical thinking, communication, and problem-
solving skills
et al., 2021).
According to Karacay (2017), the modern workplace demands employees who can collaborate and
communicate effectively in digital environments. Employers today generally express satisfaction with
-specific knowledge but often report deficiencies in transferable or soft skills,
including teamwork, creativity, and self-management (Perianez-Canadillas, Charterina, & Pando-García,
2019). These gaps emphasize the importance of developing holistic graduates who possess not only academic
qualifications but also the ability to adapt to technology-mediated work settings.
Figure 3 summarizes the most frequently cited employability skills and attributes from prior studies. These
include analytical ability, research competence, computer literacy, technological adaptability, problem-solving,
communication, and professionalism (Belwal, Priyadarshi, & Al Fazari, 2017; Finch et al., 2016; Jayasingam
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et al., 2018; Knight & Yorke, 2003). Such attributes constitute the foundation of graduate employability across
disciplines and are particularly vital for Social Sciences graduates whose work contexts often require
interpersonal, analytical, and digital collaboration skills.
Figure 3. Skill/Characteristics on employability.
Characteristics / Skills
Author(s)
Analytical skills
Research skills
Computer skills
Technological skills
Interpersonal skills
Problem solving skills
Creative skills
Innovative skills
Communication skills
Verbal skills
Written skills
Teamwork skills
Professionalism
Management skills
ICT skills
Critical thinking
Intellectual skills
Lifelong skills
(Galan 2022, Cheong et al., 2018;
Education and Training, 2017;
Finch et al., 2016; Jayasingam et
al., 2018; Knight & Yorke, 2003;
Mazlan et al., 2017; Md Razak,
Yusof, Syazana, Jaafar, & Talib,
2014; Pool & Sewell, 2007;
Yusof & Jamaluddin, 2015)
Overall, employability skills represent a combination of hard and soft capabilities that enable graduates to
function effectively in both academic and professional environments. These competencies are integral not only
to obtaining employment but also to sustaining career development in an evolving digital economy.
Digital Competence and Employability
The global shift toward a digital economy has redefined employability by embedding technology within nearly
all work processes. Graduates are increasingly required to possess digital literacy the ability to effectively
use information and communication technologies (ICT) to manage information, communicate, solve problems,
and innovate (Goulart et al., 2022; Kipper et al., 2021).
Digital competence, therefore, extends beyond basic technical skills. It encompasses the capacity to apply
technology critically and creatively to achieve work-related goals (Singh, Chawla, Agarwal, & Desai, 2017;
Thien, Abd Razak, & Ramayah, 2014). In the Social Sciences context, digital competence is distinct from that
in technical fields such as engineering or IT. It often involves skills related to e-learning, data analysis, online
communication, and the ethical use of digital resources (Hu, Lee, Yen, & Tsai, 2009; Tsohou & Holtkamp,
2018).
Martin (2008) describes digital competence as a key dimension of employability, representing the foundational
ability to use technology for learning, communication, and work. In Malaysia, digital competence has been
identified as an important determinant of graduate employability (Cheong et al., 2018; Yusof & Zakiyah,
2017). Employers now expect graduates to demonstrate digital fluency the capacity to integrate digital tools
in decision-making, collaboration, and problem-solving.
Moreover, graduates with strong digital competencies tend to display higher adaptability, productivity, and
marketability in the workplace (Murawski & Bick, 2017; Bokek-Cohen, 2018). While previous research has
largely focused on digital competencies among students and educators, less attention has been given to the
professional development of graduates after entering the workforce. This study addresses this gap by exploring
how Social Sciences graduates apply digital skills in their early careers and how these competencies influence
their employability outcomes.
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RESEARCH METHODOLOGY
This study adopted a qualitative research design to explore the perceptions of young professionals regarding
the digital competencies required for employability. The qualitative approach was chosen to allow participants
to share in-depth insights into their lived experiences and reflections on how digital skills influence their
transition from university to the workplace.
Research Design and Rationale
A focus group discussion (FGD) method was used to gather data. This approach was appropriate because it
encourages open dialogue among participants, allowing them to collectively identify, interpret, and discuss
issues related to employability (Sekaran & Bougie, 2010). The focus group method also enables the researcher
to capture shared meanings and variations in perception among individuals with similar educational
backgrounds and professional experiences.
Participants and Sampling Procedure
Participants were young professionals in Malaysia who graduated from Social Sciences programs and were
either employed immediately or within six months after graduation. A total of 20 participants were purposively
selected based on the following inclusion criteria:
1. Graduates of Malaysian higher education institutions (public or private).
2. Degree holders in Social Sciences fields such as business, communication, or management.
3. Individuals who have entered the workforce within the past two years.
Two separate focus group sessions were conducted, one with participants who were employed within six
months after graduation and another with those who took more than six months to secure employment. Each
group should include between five and ten members to ensure balanced participation and manageability.
Data Collection Procedure
The focus group sessions were conducted face-to-face at Universiti Teknologi MARA (UiTM), Shah Alam, in
October 2019. Each discussion lasted approximately 90 minutes to two hours. Sessions were moderated by the
researcher, who facilitated the discussion using a semi-structured question guide. The guide covered topics
such as:
challenges faced in applying digital knowledge at work, and
reflections on how digital competence contributes to employability.
All sessions were audio- and video-recorded with participant consent. The recordings were subsequently
transcribed verbatim and cross-checked for accuracy. Participants were assured of confidentiality, and
pseudonyms were used in transcripts to protect their identities.
Data Analysis
The data were analyzed using thematic analysis, following the inductive approach proposed by Braun and
Clarke (2006). The process involved several stages:
1. Familiarization reviewing the transcripts repeatedly to identify patterns of meaning.
2. Initial coding generating descriptive codes to capture relevant features of the data.
3. Theme development grouping related codes into broader categories representing aspects of digital
competence.
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4. Reviewing and refining themes checking coherence within themes and relevance to the research
objectives.
5. Defining and naming themes formulating clear conceptual categories such as digital academic
knowledge, digital communication, digital problem-solving, and digital work experience.
These steps ensured transparency and consistency in the analytical process. The analysis focused on
identifying how participants described their digital skill development, how these skills were applied in
professional contexts, and how they influenced employability outcomes.
Trustworthiness and Credibility
To enhance credibility, triangulation was achieved through multiple data sources (two focus groups) and
researcher debriefing after each session. Member checking was also conducted by sharing summary notes with
participants to validate interpretations. The study maintained an audit trail documenting decisions during data
collection and analysis.
Findings
Demographic profile
The demographic profile of respondents as presented in Figure 4. The two groups are divided into
Figure 4. Profiling the respondents.
Gender
Information
Within 6
months
(Frequency)
Percentage
%
More than 6
months
(Frequency)
Percentage
%
Gender
Types of
Institutions
Age
Education
Female
Male
IPTA
IPTS
21-22yrs
23-24yrs
25-26yrs
Diploma
Degree
Master
6
4
8
2
0
6
6
2
8
0
60%
40%
80%
20%
0%
50%
50%
20%
80%
0%
4
6
5
5
2
5
3
5
5
0
40%
60%
50%
50%
40%
50%
30%
50%
50%
0%
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Income
<RM2000
RM2000
RM3000>
8
2
0%
80%
20%
2
4
4
20%
40%
40%
From the demographics profiles, it seems female has higher chances compared to male in securing their first
job. Industry chose IPTA as their first option in selecting new people on board. (Bustamam, Mutalib, &
Yusof, 2015).
FINDING AND DISCUSSION
The findings from the focus group discussions revealed that both hard and soft digital skills play a crucial role
in shaping the employability of Social Sciences graduates. Thematic analysis identified four key dimensions of
digital competence that participants perceived as vital for securing and sustaining employment:
1. Digital Academic Knowledge
2. Digital Communication
3. Digital Work Experience
4. Digital Problem-Solving
These themes are discussed in detail below, supported by examples from participant insights and related
literature.
Digital Academic Knowledge
Participants emphasized that academic digital knowledge, encompassing information search, data organization,
and use of academic software, was foundational to their employability. Graduates who could efficiently use
digital tools for research, information management, and data visualization were seen as more competitive and
adaptable in the workplace.
This finding aligns with Kee et al. (2023), who noted that the ability to identify, analyze, and ethically manage
-
based digital literacy as a strong indicator of adaptability and professionalism.
Therefore, universities play a critical role in embedding digital literacy into course design. Digital academic
-
solving capacity, and improves their employability in an increasingly data-driven economy.
Digital Communication
Digital communication emerged as the second major theme. Participants highlighted the importance of using
digital platforms to communicate, collaborate, and engage across organizational and cultural boundaries.
platforms, emails, Teams, Zoom, or Slack.
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Effective digital communication supports both internal collaboration and external engagement, enabling faster
decision-making and team coordination. This finding is consistent with Karacay (2017), who emphasized that
digital communication skills underpin teamwork and productivity in Industry 4.0 environments.
The ability to communicate confidently through digital tools was perceived as a major differentiator among job
applicants. Graduates lacking these competencies often experienced challenges in remote or hybrid work
settings. Hence, integrating digital communication modules into Social Sciences programs can enhance
employability by preparing students for diverse digital workplace interactions.
Digital Work Experience
Among the four themes, digital work experience was identified as the most influential factor in securing
employment. Participants with internship or part-time experience involving digital systems, data management
software, or social media analytics were more likely to be recruited.
a big difference. I learned how companies
This observation echoes Bridgstock et al. (2019) and Finch et al. (2016), who reported that employers value
hands-on exposure to digital tools as it reduces the training gap and increases immediate work readiness.
Digital work experience not only reinforces technical capability but also fosters confidence, collaboration, and
self-efficacy. Universities should therefore collaborate with industries to design internship programs that
emphasize practical digital skills, allowing students to translate classroom knowledge into workplace
performance.
Digital Problem-Solving
Participants viewed digital problem-solving as a higher-order skill that integrates analytical reasoning with the
effective use of digital tools. It involves identifying digital needs, evaluating alternative tools, and applying
appropriate technologies to resolve challenges.
digital methods to complete tasks. Knowing how to select
This theme supports the perspective of Kee et al. (2023) and Ahmad Tajuddin et al. (2022), who described
digital problem-solving as essential for innovation and decision-making. Graduates capable of leveraging
technology to design efficient solutions were perceived by employers as proactive and adaptable, key traits for
long-term employability.
Digital problem-solving also encompasses the ability to learn new technologies independently. Such self-
directed learning is critical for maintaining relevance in rapidly evolving work environments, further
reinforcing the link between lifelong learning and employability.
Summary of Key Findings
The focus group findings affirm that digital competencies are multidimensional, interlinking
technical, communicative, and experiential skills. Figure 5 presents a summary of the relationships between
the identified themes and their influence on employability outcomes among Social Sciences graduates.
s professional confidence and practical know-how.
Digital Problem-
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Collectively, these dimensions demonstrate that digital competence extends beyond technical proficiency, it is
a critical employability asset that determines how graduates integrate, perform, and progress within the
workforce.
Above all, the graduates must be adaptive to all the latest technologies and skill sets required by the job and
the changing employment scenario. Result b
99.5% respondents from management staff, proof that problem solving is a must have criteria for graduates
students when entering a real work. Therefore, with the help of digital aid, it will make easier for them to
solve digitally. Such skills not only make them competent and valuable but also guarantee them in sustainable
career as expected.
Figure 5: Views on importance employability criteria of social sciences young professionals
CONCLUSION
Young professionals from Social Sciences fields in Malaysia continue to face strong competition upon entering
employability correspondingly increases (Cheong et al., 2018; Razak et al., 2014; Sharmila & Sowmiyaa,
2013a). However, Social Sciences graduates are often at a disadvantage compared to those from technical or
scientific disciplines, as they must compete not only within their own field but also across sectors that
increasingly demand advanced digital skills.
This study reinforces the importance of digital competencies as a determinant of employability. The four key
dimensions identified, digital academic knowledge, digital communication, digital work experience, and
digital problem-solving, represent the essential skills that should be prioritized in higher education. These
findings are consistent with Colomer et al. (2018), who emphasized that academic studies on digital
competencies are expanding across different professional fields. Similarly, Hack-Polay (2020) suggested that
closer partnerships between universities and industry stakeholders can enhance graduate readiness by
integrating real-world expectations into curriculum design.
The results indicate that digital work experience is the most critical factor influencing employability.
Graduates with practical exposure to workplace technologies demonstrate higher adaptability and confidence,
enabling them to perform effectively in the digital economy. This supports Adeyinka-ojo, Lee, and Teo (2019),
who noted that digital technology provides opportunities for more active learning and individualized
adaptation, ultimately improving employability outcomes. Likewise, Cotet, Balgiu, and Negrea (2017) and
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Maskun, Musa, and Saidon (2018) found that digital competencies are integral to the development of skills and
knowledge required for future employment.
In line with these findings, higher education institutions must ensure that their curricula respond effectively to
evolving digital demands. Collaborative partnerships with industry will enable the inclusion of digital literacy,
data management, and technology-based communication modules that align with workforce expectations
(Perianez-Canadillas et
help bridge the persistent mismatch between educational outcomes and labour market needs.
Moreover, this study supports Kee et al. (2023), who emphasized that digital literacy has become a
fundamental requirement for most white-collar professions, underscoring the necessity of technological
proficiency for workforce entry. Policymakers can therefore play an essential role by advancing digital
education initiatives and investing in programs that foster digital skills among both students and educators.
In conclusion, the study demonstrates that enhancing digital competencies, through academic learning,
ng-term employability. By embedding
digital elements across curricula, universities can ensure that graduates are better equipped for the realities of
duce
technology-driven workforce.
RECOMMENDATIONS, LIMITATIONS AND FUTURE RESEARCH
Based on the findings, several recommendations are proposed to strengthen digital competency development
and enhance the employability of Social Sciences graduates in Malaysia. Higher education institutions should
embed digital competency training as an essential component of the curriculum. This can be achieved through:
integrating digital literacy and communication modules across academic programs.
collaborating with industry partners to provide hands-on digital work experiences; and
encouraging problem-based learning and projects that cultivate digital problem-solving skills.
These efforts will help bridge the gap between classroom learning and workplace expectations, ensuring
graduates are more responsive to the demands of the Fourth Industrial Revolution. Policymakers are also
encouraged to invest in digital education initiatives and to establish national frameworks that standardize
digital competency benchmarks across disciplines.
This study has two main limitations. First, as it employed a qualitative focus group design involving a small
number of Social Sciences graduates, the results may not be generalized across all disciplines or institutions.
Future studies could expand the participant base or adopt a mixed methods design to verify and extend these
findings.
Second, the study focused on graduates
Incorporating these stakeholders in future research would provide a more holistic understanding of how digital
competencies influence employability and curriculum development.
Future research should also explore how different sectors define and apply digital competence, as well as how
universities can measure digital readiness among students prior to graduation. Comparative studies across
institutions or countries could further strengthen understanding of how educational practices align with global
digital workforce trends.
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