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

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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 by students to support employability-related tasks such as resume writing, interview preparation, and professional communication. This mixed methods study examined how undergraduate students in a College of Liberal Arts and Sciences at a Midwestern research one (R1) university use ChatGPT for employability-related activities. Guided by the Technology Acceptance Model, the quantitative phase (n = 102) provided an overview of career development activities and explored predictors of perceived usefulness. The qualitative phase (n = 25) offered in-depth insights into students' experiences using AI for employability-related tasks. Findings show that students primarily use ChatGPT for resume and cover letter writing, workplace communication, and interview preparation. Students value its ease of use and accessibility but remain cautious about accuracy and authenticity. Rather than passively accepting AI-generated output or replacing human guidance, ChatGPT serves as a brainstorming partner and revision support tool to refine ideas and materials. The study underscores the growing role of GAI in employability preparation and contributes to understanding how students evaluate and use AI-generated outputs in their preparation processes, highlighting implications for fostering AI literacy and ethical awareness. 

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