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

learning objectives is seen in many countries and areas, including Arab and African nations, as well as affluent OECD (Organization for Economic Co-operation and Development) countries [19]. Research conducted on an award-winning instructor in the United States has determined that aligning course structure with its intended goal is crucial. The study also emphasises the significance of a conceptual framework that centres on online course design, evaluation and assessment, and facilitation. Furthermore, the study suggests reviewing relevant literature in the context of this framework [20]. Thus, the following hypothesis is posited: • H1: Student perception of course structure positively affects the employability skills of higher education students. Institutional policy (POL) and its relationship with quality education (QE) According to [21], enhancing graduate employability and developing competencies globally require robust innovation and collaborative practices inside higher education institutions. Nevertheless, the investigation’s outcomes suggest a significant gap must be addressed in higher education institutions’ adoption of sustainable policies on this subject matter. The National Education Policy 2010 (NEP-2010) in Bangladesh acknowledged aligning education with the labour market requirements. It underscored the significance of this align- ment of imparting skills and competencies to enhance employability [9]. Nevertheless, the effi- cacy of the policy raises concerns, as highlighted by [10], due to the inability of several

stakeholders to uphold educational standards under the NEP-2010. Consequently, numerous individuals with university qualifications need help securing employment opportunities. The employers assert that graduates lack the necessary skill sets. The investigation of methodologies employed in quality assessments and the corresponding critiques holds significance for several stakeholders within higher education, encompassing policymakers tasked with reviewing assessment outcomes [17]. There is a growing demand to hold policymakers accountable among other stakeholders “for greater public transparency of assessment results” [22, 23]. The prevailing climatic conditions have consequently given rise to a commensurate requirement for increased and enhanced knowledge about evaluation meth- odologies and alternative options for assessing quality. Institutional investments in assessments encompass allocating faculty and administrative time and resources to develop, administer, and disseminate results. This continuous gathering of information about program experiences and effectiveness plays a crucial role in providing the requisite context for interpreting the findings of new studies and guiding policy changes at the institutional or program level [14]. A past researcher [17] opined that the most remarkable advancement in quality assessments has been achieved in "evaluating student experiences and outcomes because the measures offer more than a description of incoming students’ talents and abilities." Nevertheless, further

research is required to explore other methods of evaluating the effectiveness of educational initia- tives beyond relying just on student feedback. This is crucial for facilitating comparisons across different institutions, establishing a connection between present-day programs and their long- term consequences, and informing legislative efforts. Thus, the following hypothesis is posited: • H2: Student perception of institutional policy positively affects the employability skills of higher education students. Physical aspects (PA) and its relationship with quality education (QE) Research findings substantiate that the physical dimension holds greater significance in higher education. This is primarily due to the pivotal role played by the quality and quantity of 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 4 / 18