자립준비청년의 디지털 진로교육 참여경험과 진로준비행동 간의 관계: AI 리터러시와 진로결정 자기효능감의 직렬다중매개 분석

Youth preparing for self-reliance face a critical transitional period, as they must assume economic and social independence immediately upon care exit. Moreover, amid structural constraints stemming from a lack of social capital, rapid digital transformation and the diffusion of AI technologies pose both risks and opportunities for youth with weak social capital. Against this backdrop, this study examined the structural pathway through which cognitive and psychological variables—educational satisfaction, AI literacy, and career decision-making self-efficacy—lead to career preparation behavior among youth preparing for self-reliance who participated in the digital career education program D'velop. The findings indicate that greater improvements in AI literacy and career decision-making self-efficacy through program participation were associated with significantly higher levels of career preparation behavior. Notably, educational satisfaction did not have a direct effect on career preparation behavior. Instead, a fully mediated pathway was identified: career preparation behavior emerged only when competencies were strengthened through improved AI literacy and subsequently translated into enhanced career decision-making self-efficacy. These results suggest that emotional satisfaction or fragmented skill acquisition alone is insufficient; meaningful behavioral change occurs only when competency development is sequentially linked to self-efficacy beliefs. This study offers the following theoretical and policy implications. First, AI literacy education should be promoted as an alternative form of capital that can compensate for insufficient human networks among youth preparing for self-reliance with weak social capital. Second, self-reliance support policies should move beyond simple skill transfer by strengthening curricula and revising performance indicators so that mastery experiences can effectively enhance career decision-making self-efficacy. Third, integrated curricula should be designed to reflect a hierarchical pathway that begins with emotional satisfaction and proceeds through practical competencies and psychological confidence to behavior, thereby generating tangible career actions. Finally, a fundamental shift is needed from policies centered on economic and institutional support toward proactive interventions that foster internal growth and self-directed career design grounded in strengthened digital competencies.