The Role of Educational Experiences in Shaping Work Adaptability in the Digital Era

2026-06-10T08:41:57+00:00

The rapid transformation of the digital workplace has intensified the need for adaptability as a core competence. Despite its importance, existing studies tend to treat work adaptability as an outcome variable and often overlook the processes through which it develops. In particular, the relationship between educational experience and psychological resources in shaping adaptability remains underexplored. This study employs a qualitative phenomenological approach to explore how individuals experience the development of work adaptability. Data were collected through in-depth interviews with participants who had transitioned from formal education to the workforce. The data were analysed using thematic analysis to identify patterns related to educational experiences, psychological capital, and adaptive responses. The findings indicate that educational experiences involving exploration, ambiguity, and collaborative learning contribute to the development of psychological capital, including self-efficacy, resilience, optimism, and hope. These psychological resources function as internal mechanisms that enable individuals to navigate changing work demands. Work adaptability is understood as a dynamic and ongoing process shaped by the interaction between prior learning experiences and workplace contexts. This study demonstrates that work adaptability is not a fixed competence but a developmental process rooted in educational experience and mediated by psychological capital. The findings highlight the importance of designing educational practices that foster adaptive capacity alongside knowledge acquisition, offering both theoretical and practical implications for preparing individuals in the digital era.

Indonesian EFL Undergraduates Perceptions of Intercultural Learning in a Cross-Cultural Understanding Course

2026-07-11T06:48:50+00:00

English language learners are expected to interact with people from a variety of cultural backgrounds in the globalized world. As a result, intercultural competency is now a crucial part of teaching English as a foreign language (EFL). This study investigates how EFL students view the contribution of Cross-Cultural Understanding (CCU) classes to the development of intercultural competency. 10 undergraduate EFL students who had enrolled in a CCU course at Universitas Teuku Umar participated in semi-structured interviews to gather data using a qualitative method. The results show that CCU courses improve students' understanding of cultural diversity, empathy, openness, communication skills, and cultural awareness. In addition, students claimed that conversations in the classroom and exposure to real cultural activities helped them challenge stereotypes and develop more positive views toward different cultures. According to the study's findings, CCU courses are crucial in helping EFL students develop intercultural competency and get ready for global communication.

Indonesian Journal of Teaching and Teacher Education

The Role of Educational Experiences in Shaping Work Adaptability in the Digital Era

Indonesian EFL Undergraduates Perceptions of Intercultural Learning in a Cross-Cultural Understanding Course