Learning environment, school–enterprise cooperation, and student motivation as predictors of employment competitiveness among undergraduates in application-oriented universities

Employment competitiveness is widely regarded as a key indicator of higher education effectiveness, particularly in application-oriented universities where graduate employability affects institutional reputation and social recognition. Grounded in Situated Cognition Theory, Synergy Theory, Self-Determination Theory, and Human Capital Theory, this study develops an integrated framework to examine how the learning environment, school–enterprise cooperation, and student motivation jointly affect undergraduate employment competitiveness. Using a stratified random sample of 956 undergraduates from a private application-oriented university in China, standardized questionnaires were administered, and data were analyzed through Pearson correlation, multiple regression, and Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that all three factors are positively correlated with employment competitiveness. When considered simultaneously, school–enterprise cooperation shows the strongest effect, followed by students' motivation, while the learning environment does not exhibit a significant direct effect. However, it influences employability indirectly through students' motivation and participation in school–enterprise cooperation. These findings highlight the critical role of university–industry collaboration and students' motivation in enhancing employability. They also provide insight into the mechanisms linking educational and psychological factors to students' transition into the labor market.