Vol. 2 No. 1 (2027): Volume 2, Issue 1 (2027)
Articles

How Do Undergraduate Students Use ChatGPT for Career Development? An Explanatory Mixed-Methods Study of Employability-Related Activities

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  • Viktoria Loidl,
  • Yaning Cao,
  • Wenhao David Huang
Viktoria Loidl
Education Policy, Organization, and Leadership, College of Education, University of Illinois Urbana-Champaign
Yaning Cao
Education Policy, Organization, and Leadership, College of Education, University of Illinois Urbana-Champaign
Wenhao David Huang
Education Policy, Organization, and Leadership, College of Education, University of Illinois Urbana-Champaign
DOI: https://doi.org/10.46787/ijaipil.v2i1.7284

Published 2026-05-06 — Updated on 2026-05-06

Versions

Keywords

  • ChatGPT,
  • generative artificial intelligence,
  • career development,
  • technology acceptance model,
  • AI literacy

How to Cite

Loidl, V., Cao, Y., & Huang, W. D. (2026). How Do Undergraduate Students Use ChatGPT for Career Development? An Explanatory Mixed-Methods Study of Employability-Related Activities. International Journal of AI in Pedagogy, Innovation, and Learning Futures, 2(1). https://doi.org/10.46787/ijaipil.v2i1.7284

Copyright (c) 2026 Viktoria Loidl, Yaning Cao, Wenhao David Huang

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Generative artificial intelligence (GAI) tools are increasingly used in higher education to support writing, learning, and productivity, yet less is known about how students use these tools in career development contexts. This explanatory sequential mixed-methods study examined how undergraduate students in a College of Liberal Arts and Sciences at a Midwestern research-intensive university use ChatGPT for employability-related activities. Guided by the Technology Acceptance Model and an exploratory extension incorporating perceived ethical considerations, the quantitative phase (n = 102) examined patterns of use and predictors of perceived usefulness, while the qualitative phase (n = 25) explored how students engaged with ChatGPT in practice. Findings showed that students most commonly used ChatGPT for resume and cover letter development, workplace communication, and interview preparation. Students described ChatGPT as an accessible and useful brainstorming and revision tool, but also expressed concerns about accuracy, authenticity, and overreliance. Rather than replacing human judgment or career support, students primarily used ChatGPT to refine ideas, rehearse responses, and improve professional materials. These findings extend research on GAI in higher education by showing how students evaluate and integrate AI-generate content in high-stakes career preparation contexts. Implications for career development practice include strengthening AI literacy, ethical guidance, and critical evaluation skills in employability preparation.

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