Developing Future Talents for Employability: Big Five Personality Traits as a Catalyst for 21st-Century Skill Development

Abstract

The findings of this study highlight significant implications for higher education institutions (HEIs), educators, curriculum designers, and policy makers in preparing graduates for the demands of the modern workforce. The absence of notable differences in personality traits and generic skills across academic disciplines namely Social Sciences, Arts & Humanities, and Science, Technology, Engineering, and Mathematics (STEM) suggests that these competencies are not inherently determined by one's field of study. Instead, prior research indicates that the university's learning environment, institutional culture, and teaching strategies play a crucial role in shaping students’ personality development and acquisition of generic skills. These results support the integration of generic skills training and personality development programs across all faculties. Embedding competencies such as teamwork, communication, leadership, creativity, and critical thinking into both curricula and co-curricular activities ensures that all students are equally equipped for employability and lifelong learning. Furthermore, the study identified a moderate positive correlation (r = 0.598) between personality traits and generic skills, highlighting that traits such as conscientiousness, openness, and extraversion significantly influence students’ capacity to acquire and apply these skills. In general, these findings align with the national agenda of HEIs in Malaysia to foster holistic talent development and emphasize the need for integrated policies that promote the cultivation of transferable skills. They also call for enhanced educator training in active learning and personality-based pedagogical approaches, thereby reinforcing the importance of graduate generic skills in developing future-ready talent.