The Effect of Changes and Dynamics in the Digital Environment on the Work Readiness of Management Students, Faculty of Economics and Business, Universitas Muhammadiyah Makassar in the Era of Digital Transformation
DOI:
https://doi.org/10.54065/jss.6.3.2026.1370Keywords:
Digital Environment Change, Digital Environment Dynamics, Work Readliness, Digital Transformation, Management StudentsAbstract
This study is urgent because rapid digital transformation requires students to adapt to evolving workplace demands. Understanding how digital environmental change and dynamics influence work readiness supports more effective higher education policies and graduate preparedness. This study aims to analyze the effect of digital environmental change and digital environment dynamics on the work readiness of Management students at the Faculty of Economics and Business, Universitas Muhammadiyah Makassar in the era of digital transformation. Previous studies have mainly focused on individual digital competencies, such as digital literacy, soft skills, and self-efficacy, while limited attention has been given to how broader changes and dynamics in the digital environment shape students’ work readiness, particularly in higher education institutions in eastern Indonesia. This study employed a quantitative explanatory survey design. Data were collected through questionnaires distributed to 80 Management students from the 2022 cohort and analyzed using multiple linear regression with IBM SPSS Statistics 27. Digital environmental change refers to shifts in technology-based learning, communication patterns, and access to digital resources, whereas digital environment dynamics refers to the rapid, continuous, and complex development of digital systems that requires students to adapt to changing educational and workplace demands. The findings indicate that both digital environmental change and digital environment dynamics have a positive and significant effect on students’ work readiness, with digital environment dynamics showing a relatively stronger contribution. The two variables explain 41.3% of the variation in work readiness. Academically, this study contributes to the work readiness literature by positioning the digital environment as a multidimensional external factor, not merely as individual digital competence. Practically, the findings suggest that universities need to strengthen digital-based learning environments, improve digital literacy programs, and develop students’ adaptability skills to better prepare graduates for the evolving labor market.
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