Abstract

Career development is an important component of Technical and Vocational Education and Training (TVET), particularly for students beginning specialised programmes and preparing for future occupational pathways. However, limited evidence exists on the career development of first-year diploma students in Malaysian agricultural vocational education. Guided by Social Cognitive Career Theory (SCCT), this study examined the levels of career decision self-efficacy, learning experience, social support, and career maturity among first-year diploma students in Malaysian agricultural vocational colleges. A quantitative cross-sectional survey was conducted with 248 students selected through proportionate stratified random sampling from five vocational colleges. Data were analysed using descriptive statistics. The findings revealed high levels of career decision self-efficacy (M = 3.84, SD = 0.46) and social support (M = 3.86, SD = 0.68), while learning experience was moderate (M = 3.50, SD = 0.45). Overall career maturity was also moderate (M = 2.51, SD = 0.40), with Concern (M = 2.62), Curiosity (M = 2.53), and Confidence (M = 2.37) all at moderate levels. The study provides a baseline career development profile for an underexamined agricultural TVET population and highlights the need for progressive career exploration, industry exposure, and career-learning opportunities throughout diploma education.