Amid accelerating globalization, technological disruption, and evolving labour market expectations, career adaptability has emerged as a critical competence for Chinese higher education students navigating increasingly dynamic career trajectories. This study employed a systematic literature review (SLR) approach in accordance with the PRISMA framework to synthesize existing empirical research on the predictors of career adaptability. Scholarly peer-reviewed articles published from 2020 to 2025 were sourced via defined keyword combinations from Scopus and Web of Science databases. The inclusion criteria focused on empirical studies examining Chinese higher education students in relation to three key predictors: proactive personality, career decision-making self-efficacy, and social support. A total of 16 eligible studies were identified. Data were analysed thematically, guided by Career Construction Theory and Social Cognitive Career Theory. The review reveals consistent and positive relationships between each of the three predictors and career adaptability. These findings confirm the influence of both personal dispositions and contextual supports on students' career development. The study concludes by offering practical recommendations for educational interventions and proposes directions for future longitudinal and intervention-based research in culturally diverse settings.
Zhang et al. (Sat,) studied this question.