Internal and External Factors Influencing the Career Maturity of Students with Disabilities in Higher Education

Abstract

Career maturity is important in determining students with disabilities' readiness to enter the workforce. However, various personal and environmental factors shape its development and require in-depth examination. This study aimed to analyze factors influencing the career maturity of final-year students with disabilities in the Guidance and Counseling Study Program. The study employed a descriptive qualitative approach, with participants selected through purposive sampling. Final-year students with disabilities were the primary informants, while family members, peers, lecturers, and Disability Services Unit staff served as supporting informants. Data were collected through interviews, observations, and documentation and analyzed using Miles and Huberman’s interactive model. The findings showed that internal and external factors influenced career maturity. Internal factors included self-concept, motivation, independence, and career decision-making ability. External factors comprised support from family members, peers, and lecturers; access to career information; practical or internship experience; and inclusive university support services. Overall, students demonstrated good career maturity, reflected in their ability to recognize their potential, develop career plans, and prepare for entering the workforce. Career maturity therefore develops through interaction between personal capacities and environmental support. Students with disabilities need continuous social, academic, and institutional support to strengthen their career readiness. Keywords: career maturity, career readiness, external factors, internal factors, students with disabilities