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<p>Graduate employability remains a global concern as higher education institutions face ongoing criticism for misalignment between academic preparation and labor market requirements. Mentorship programs are frequently proposed as a strategy to address this gap. However, evidence of their effectiveness remains fragmented, particularly regarding the balance between soft and hard skills and the role of technology-mediated mentoring. This systematic review was conducted in accordance with the PRISMA guidelines and checklist. The review synthesizes evidence from 19 peer-reviewed studies published between 2015 and 2024, identified through structured searches of Web of Science and Scopus. Studies were screened using predefined inclusion and exclusion criteria, and data were extracted and synthesized to examine targeted employability skills, mentoring modalities, and empirical outcomes. Findings indicate that mentorship consistently supports the development of soft skills, the formation of professional identity, confidence, reflection, and career readiness. Evidence for hard skill development and direct employment outcomes remains limited and highly context dependent. Technology-supported mentoring enhances accessibility and peer learning, but shows variable impact on relational quality and long-term outcomes. Overall, mentorship functions as a developmental mechanism rather than a guarantee of employment. The review highlights the need for structured, intentional mentorship designs that integrate applied learning, cognitive skill development, and post-graduation support. Implications for higher education policy, program design, and future research are discussed.</p>

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Mentorship and graduate employability: a systematic review of global evidence and emerging trends

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月19日

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  • Abdikarim Mohamed Ahmed,
  • Mohamed Ali Osman

摘要

Graduate employability remains a global concern as higher education institutions face ongoing criticism for misalignment between academic preparation and labor market requirements. Mentorship programs are frequently proposed as a strategy to address this gap. However, evidence of their effectiveness remains fragmented, particularly regarding the balance between soft and hard skills and the role of technology-mediated mentoring. This systematic review was conducted in accordance with the PRISMA guidelines and checklist. The review synthesizes evidence from 19 peer-reviewed studies published between 2015 and 2024, identified through structured searches of Web of Science and Scopus. Studies were screened using predefined inclusion and exclusion criteria, and data were extracted and synthesized to examine targeted employability skills, mentoring modalities, and empirical outcomes. Findings indicate that mentorship consistently supports the development of soft skills, the formation of professional identity, confidence, reflection, and career readiness. Evidence for hard skill development and direct employment outcomes remains limited and highly context dependent. Technology-supported mentoring enhances accessibility and peer learning, but shows variable impact on relational quality and long-term outcomes. Overall, mentorship functions as a developmental mechanism rather than a guarantee of employment. The review highlights the need for structured, intentional mentorship designs that integrate applied learning, cognitive skill development, and post-graduation support. Implications for higher education policy, program design, and future research are discussed.