Linking soft and hard skills to career attitudes: the mediating role of self-esteem in experiential learning programs

Purpose Although experiential learning (EL) is well studied, limited research examines how skill acquisition interacts with psychological mechanisms – such as self-esteem – to shape career attitudes, particularly in large-scale, government-backed programs in the Global South. This study investigates how EL participation develops soft and hard skills and how these skills influence career attitudes through self-esteem. Design/methodology/approach Guided by the experiential learning and attribution theories, this quantitative cross-sectional study analyzed survey data from 18,505 Indonesian university students participating in the Magang dan Studi Independen Bersertifikat (MSIB) program, a nationwide certified internship and independent study initiative. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). Findings EL participation significantly enhanced both soft and hard skills. These skills positively influenced students’ career attitudes, with self-esteem partially mediating this relationship. Research limitations/implications Incorporating self-esteem into EL models offers more profound insight into the psychological processes that translate skills into career-oriented mindsets in underrepresented contexts. Practical implications Embedding project-based learning, sustained industry engagement and inclusive access to EL programs can strengthen graduates’ technical and interpersonal skills, boost self-confidence and enhance competitiveness in dynamic labor markets. Originality/value This study proposes a novel integrated framework linking skill acquisition and self-esteem to predict career attitudes – an approach largely absent in prior EL research. While most studies focus on the Global North, this work provides rare, large-scale empirical evidence from the Global South, where institutionalized EL opportunities remain limited.