Digital Career Guidance Tools and Career Adaptability Among Undergraduate Students: A Review of Empirical Evidence

Mutong Cecilia Maren; Azor Loveth C.; Ronke Olayemi Akintola; Doka II Obadiah; Abimiku

doi:10.56201/wjimt.v10.no10.2026.pg310.328

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Digital Career Guidance Tools and Career Adaptability Among Undergraduate Students: A Review of Empirical Evidence

Mutong Cecilia Maren, Azor Loveth C., Ronke Olayemi Akintola and Doka II Obadiah, Abimiku

Abstract

The increasing complexity of the transition from higher education to employment has heightened the need for effective approaches to developing career adaptability among undergraduate students. Digital career guidance tools, including online career counselling platforms, digital career assessment resources, career-planning applications, and artificial intelligence (AI)- supported systems, provide emerging opportunities for expanding access to career development services. This article reviews empirical evidence on the relationship between digital career guidance tools and career adaptability among undergraduate students, with particular attention to the Nigerian context. Empirical studies published between 2016 and 2026 were examined, focusing on online career interventions, digital competence, AI-supported career guidance, career counselling, and career adaptability. The reviewed evidence indicates that structured digital career interventions can improve career adaptability and related outcomes, including career decision-making self-efficacy, career planning, confidence, and employability. However, the evidence is uneven, with much of the direct intervention research originating outside Nigeria. Nigerian studies demonstrate the importance of career adaptability, career guidance, and digital career development, while recent evidence suggests favourable perceptions of AI-supported career guidance among Nigerian university students. Nevertheless, direct evidence of the effectiveness of digital career guidance tools in improving career adaptability among Nigerian undergraduates remains limited. The review concludes that digital career guidance has considerable potential but should complement professional Guidance and Counselling services rather than replace counsellor involvement. Nigerian universities should adopt accessible, ethically governed, culturally responsive, and evidence-based digital career guidance systems and strengthen research evaluating their effectiveness.

Keywords

digital career guidancecareer adaptabilityundergraduate studentsartificial intelligenceonline counsellingGuidance and CounsellingNigeria.

References

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Digital Career Guidance Tools and Career Adaptability Among Undergraduate Students: A Review of Empirical Evidence

Abstract

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