Abstract Background Globalization, technological disruption, and sustainability challenges have intensified the need for higher education to ensure career sustainability and long-term success. Students are expected to acquire skills related to the SDGs that enhance their employability, adaptability, and resilience, while contributing to sustainable development. Social Cognitive Career Theory (SCCT) offers a comprehensive framework for linking psychological mechanisms with institutional and contextual supports to explain career sustainability. Purpose This study systematically reviewed literature on career sustainability, employability, and SDG-related skills in higher education to (a) identify publication trends and dominant skill domains, (b) analyze how SCCT constructs explain sustainable career outcomes, and (c) propose strategies for SCCT-informed interventions. Methods A Systematic Literature Review (SLR) was conducted on 32 empirical studies published between 2014 and 2024, guided by the PRISMA 2020 guidelines. Science mapping, including annual trend analysis, keyword co-occurrence, and co-word clustering, was combined with thematic synthesis to uncover conceptual linkages and research gaps. Results The findings revealed that soft skills, employability skills, and 21st-century competencies were the most emphasized, primarily aligned with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). However, SDG 10 (Reduced Inequalities) and SDG 13 (Climate Action) were underrepresented. While only a minority of studies explicitly employed SCCT, its constructs, self-efficacy, outcome expectations, personal goals, contextual support, and person input proved valuable in explaining mechanisms that foster sustainable careers. Conclusion Career sustainability in higher education is best understood as the dynamic interplay between skills, psychological agency, and systemic support. SCCT provides explanatory and practical strength in bridging these dimensions.
Pribadi et al. (Fri,) studied this question.
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