This study examines how undergraduate business students perceive the impact of technological disruption on their readiness, adaptability, and future career prospects. Using a quantitative approach with survey data from 151 students, the research employs mediation analysis to examine the relationship between Technological Disruption (TD), Business Students’ Readiness and Adaptability (RA), and Perceived Business Futures (PBF). Findings indicate that RA partially mediates the relationship between TD and PBF, suggesting that students who perceive technological advancements as disruptive are more likely to have positive career expectations if they possess adaptability and technological literacy. The study highlights the critical role of adaptability in business education, emphasizing the importance of integrating AI, fintech, and big data analytics into business education to foster digital literacy and better prepare students for a rapidly changing business environment. Despite its valuable contributions, this study has limitations, including the sample size and cross-sectional design. Future research could expand the sample and employ longitudinal studies to gain a broader understanding of how technological disruption influences career perceptions over time.