Career choice readiness among university students remains a complex, multidimensional phenomenon influenced by cognitive, psychological, and contextual variables. This study proposes a systematic model integrating self-awareness and career exploration as primary determinants of effective career decision-making. Drawing upon established theoretical constructs such as the PIC model, career adaptability theory, and self-efficacy frameworks, the research synthesizes empirical findings to construct a structured analytical model suitable for higher education contexts. The methodology adopts a conceptual modeling approach supported by literature-based analysis of decision-making competence, self-esteem, and job-search behaviors. The findings indicate that self-awareness functions as a foundational cognitive mechanism that enhances occupational exploration processes, ultimately improving career decision readiness. Furthermore, the study identifies critical moderating factors such as socio-cultural influences, institutional support, and psychological preparedness. The proposed model offers a robust framework for academic institutions to design interventions that optimize student career outcomes. The research contributes to theoretical advancement and practical application by bridging gaps between career psychology and educational systems.

Career Decision-Making, Self-Awareness, Career Exploration, Higher Education

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