Social Media, Digital Literacy, and Career Competence: A Mixed Methods Study among University Students in China

Chen Jian¹DANTING ZOU^2*Nomahaza Mahadi²

• ¹School of Digital Economy and Trade, Guangzhou Maritime University, Guangzhou, China
• ²Azman Hashim International Business School (AHIBS), Universiti Teknologi Malaysia UTM Big Data Centre, Johor Bahru, Malaysia

The widespread use of social media has altered the ways in which university students develop knowledge and prepare for future careers. However, limited evidence exists on whether structured and purposeful engagement with these platforms can strengthen students' digital literacy and career competence, particularly in the Asian higher education context. This study, informed by Social Cognitive Career Theory and gamified learning principles, applied a convergent parallel mixed-methods design to examine these issues. A one-month intervention was carried out with 44 undergraduates from three Chinese universities, who participated in structured social media tasks delivered through gaming and livestream activities. Quantitative analyses revealed significant gains in digital literacy, professional skills, learning attitudes, and career competence. Digital literacy also emerged as a strong predictor of both professional skills and career competence. Complementary qualitative findings highlighted students' growing capacity for self-regulation, a stronger orientation toward employability, and a shift in viewing social media as a professional rather than purely social tool. Taken together, the findings suggest that short, gamified social media interventions can be an effective and sustainable means to enhance students' digital capabilities and career readiness. This study extends the application of Social Cognitive Career Theory to media-rich learning environments and provides practical implications for higher education institutions aiming to support graduate employability.