Measuring the mediating role of quality education for ensuring employability skills: An analysis of higher education student perception in Bangladesh

Literature review In alignment with the principles of Student-Centered Learning (SCL), this approach aims to assess the educational experience from the students’ perspectives comprehensively. SCL is a pedagogical approach that places students at the core of the learning process, emphasising active participation, collaboration, critical thinking, and self-directed learning [12]. Since SCL is a complex learning process, students must be thoroughly supported in the motivational, cog- nitive, and social aspects. Interestingly, this is precisely the approach that must be taken by institutions to provide quality education to ensure employability skills by encouraging both soft and hard skills, as well as collaboration. The constructs of Quality Education, Physical Aspect, Course Structure and Institutional Policy have been developed to assess the quality of education that is being provided by the private university sector of Bangladesh, which itself has been adapted from the SERVQUAL instrument put forward by [13]. The research variables used for this paper have been identified based on the adaptation of [14], shown in Table 1. Course structure (CS) and its relationship with quality education (QE) Various aims and agendas are established at the international, national, and regional levels to guarantee education provision. A comprehensive education should possess the capacity to impart fundamental knowledge and competencies necessary for the advancement of individu- als. It should aid in cultivating positive habits and values and fostering logical, critical, and

autonomous thinking abilities. Furthermore, it should serve as a catalyst to inspire and unleash individuals’ potential, creativity, and curiosity, encouraging them to explore and uncover novel knowledge for the betterment of humanity and the global community [19]. Nonetheless, the learning problem remains pervasive in contemporary times, with over 250 million children of school age worldwide failing to acquire fundamental quantifiable competencies, such as reading and numeracy. Half of these children had received formal education for at least four years. The presence of substandard education that hinders the achievement of fundamental Table 1. Identification of research variables. Constructs Meaning Level of Measurement Role Sample Indicators Source Employability Skills of Students This construct encompasses skills like collaboration, respectful engagement, constructive feedback, adept technology use, goal attainment, and self-directed multitasking. Individual (Students) Dependent • Number of collaborative projects participated in • Use of technology in coursework. [11] Quality Education A measure of the institution’s professionalism and skill development offerings, essential for students’ careers. It involves active student participation and rigorous assessment across diverse courses. Institutional Mediating • Variety of courses offered. • Student engagement in institutional activities. [15] Course Structure Courses designed to meet industry requirements, fostering communication skills and teamwork among students.

Institutional Independent • Alignment with industry needs. • Team-based project components [16] Institutional Policy The degree to which the institution provides financial aid and student assistantship opportunities. Institutional Independent • Percentage of students receiving financial aid. • Number of assistantship positions available. [17] Physical Aspects The aesthetic appeal of the campus, availability of facilities, support services, and overall student safety on campus. Institutional Independent • Campus safety reports. • Availability of recreational facilities. [18] https://doi.org/10.1371/journal.pone.0310815.t001 PLOS ONE Measuring the mediating role of quality education for ensuring employability skills PLOS ONE | https://doi.org/10.1371/journal.pone.0310815 October 7, 2024 3 / 18