Graduate employability skills and the growing gap between employer expectations and graduate preparedness remain challenges in higher education (Tushar & Sooraksa, 2023). Concurrently, concerns around reduced student engagement and difficulties in developing strong academic and professional identities have intensified, particularly in the post-COVID context, where prolonged online learning has disrupted students’ sense of belonging (Hogan, 2025; Jones & Bell, 2024). These issues are closely interconnected (Cooke et al.,2024), yet their interrelationship in science contexts remains underexplored. Therefore, this study investigates the relationship between student belongingness and Self-Perceived Employability (SPE) among second and third-year undergraduate chemistry students.
Using a mixed-methods approach, the study examines how students’ experiences of belonging within their discipline relate to their confidence in skills, career readiness, and perceived employability. Belongingness was examined using the Self-determination, Purpose, Identity and Engagement in Science (SPIRES) framework (Skinner et al., 2017), while SPE was measured using a validated instrument informed by Social Cognitive Career Theory (Rothwell et al., 2008; Sarkar et al., 2023; Duggal et al., 2024). SPIRES questionnaire was completed by 226 students while 88 students completed SPE. Quantitative data was considered from 44 students who completed both instruments. Qualitative data were gathered through open-ended survey responses (n=44) and semi-structured interviews (n = 17). Quantitative analysis employed Spearman’s correlations, and qualitative data was analysed thematically in NVivo.
Preliminary findings reveal significant positive associations (p<0.05) between overall belongingness and SPE. Strong correlations were observed between SPE and “Positive relationships and Collaboration” (p =0.001), as well as “Emotional engagement” (p<0.001), while moderate relationships were identified with Self-system processes including “Autonomy” (p = 0.003) and “Competence” (p = 0.007). Thematic analysis identified key themes related to the importance of belongingness for employability, core elements of belongingness, and the main employability skills.These results suggest that students who feel emotionally engaged, socially supported, and confident in their science identity are more likely to perceive themselves as employable and belonged.