ICT-AUTOMOTIVE SKILLS OF SENIOR HIGH SCHOOL STUDENTS AND THEIR EMPLOYMENT READINESS IN THE TECH-SAVVY HIRING ERA: A CORRELATIONAL ANALYSIS

Abstract

In today’s rapidly evolving automotive industry, digital competence has become a critical factor in determining graduates’ readiness for employment. As automotive technologies increasingly integrate computer-based diagnostics, software systems, and electronic controls, technical vocational education must ensure that students are equipped with relevant competencies that align with workforce demands. This study examined the relationship between ICT-Automotive skills and the employment readiness of Senior High School students within a technology-driven hiring environment. Findings revealed that students demonstrated a very satisfactory level of ICT-Automotive skills across key domains, including computer-aided diagnostics, automotive software literacy, use of digital instruments and sensors, and electronic troubleshooting systems. In addition, students exhibited a high level of employment readiness, particularly in job interview preparation, resume and application writing, adaptability to digital workplaces, and problem-solving and critical thinking. The results further indicated a statistically significant positive relationship between ICT-Automotive skills and employment readiness, suggesting that stronger digital-technical competencies contribute meaningfully to workforce preparedness. The study concludes that integrating digital technologies within automotive training not only enhances students’ technical expertise but also strengthens their cognitive, adaptive, and professional competencies required in modern workplaces. It underscores the importance of sustained institutional support, curriculum enhancement, industry collaboration, and continuous innovation in technical-vocational programs to maintain alignment with evolving automotive industry standards. Keywords: digital proficiency, workforce preparedness, technical-vocational education, industry alignment