Teacher Effectiveness and Perceived Employability Skills: Insights from Engineering Undergraduates in Chinese Applied Universities

In today’s competitive job market, engineering graduates must possess both technical knowledge and employability skills. However, a gap persists between employer expectations and students’ perceived competencies. This study investigates the role of teacher effectiveness in shaping perceived employability skills among engineering undergraduates in Chinese applied universities, with student motivation as a mediator and internship experience as a moderator. Grounded in the MUSIC Model of Motivation and the 21st Century Skills Framework, a structural equation model was tested using survey data from engineering students. Results show that teacher effectiveness significantly enhances student motivation, which partially mediates its impact on employability perceptions. Moreover, internship experience moderates this relationship: for students lacking internships, teacher effectiveness is the main driver of perceived employability; for those with extensive internships, practical experience compensates for weaker teaching. The study offers theoretical and practical insights for enhancing employability through integrated teaching and experiential learning.