FACULTY AND STUDENT PERSPECTIVES ON EMPLOYABILITY SKILL INTEGRATION IN COURSE INSTRUCTION AT NHA TRANG UNIVERSITY

Abstract

This study investigates how employability skills are integrated into course instruction at Nha Trang University, focusing on faculty strategies and student experiences. A mixed-methods approach combined structured interviews with 18 faculty members and surveys from 470 students. Qualitative data were analyzed thematically, while quantitative data underwent statistical analysis, including ANOVA tests. Findings show that 93.8% of students engaged in group activities, and 85.7% delivered presentations. However, only 64.1% developed problem-solving skills, and 77.1% gained critical thinking abilities, highlighting gaps in higher-order skills. ANOVA results showed no significant differences in skill development perceptions across academic years (p > 0.05), except for career readiness, where seniors reported greater confidence than sophomores (p = 0.049). This suggests that awareness of employability skills grows over time, emphasizing the need for earlier curriculum interventions to strengthen career readiness.