Exploring students’ perceptions of mock job interviews as career preparation: a qualitative inquiry
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Abstract
This study explores undergraduate students’ perceptions of the effectiveness of mock job interviews in preparing them for future careers. With the transition from academia to the professional world posing challenges, simulated interviews offer a practical strategy for bridging this gap. Conducted at a private university in Kuala Lumpur, Malaysia, this study employed a qualitative design using semi-structured interviews and reflective responses from 17 students. Guided by social constructivism and the competence-based learning framework (CBLF), thematic revealed that mock interviews enhanced students’ confidence, communication skills, and understanding of professional expectations. Participants valued the constructive feedback they received, noting its role in fostering both personal and professional growth. However, some students expressed concerns about the lack of realism in the simulations and called for more structured support to apply these experiences to actual job interviews. The findings offer insights for educators by highlighting the importance of incorporating mock interviews into higher education curricula. Doing so can better equip students with the competencies and confidence needed for future employment. The study concludes with practical recommendations for improving the design and delivery of mock interview programs to ensure that they prepare students for real-world career challenges more effectively
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