Purpose – This study aims to investigate the self-efficacy levels of students enrolled in work-based learning (WBL) programmes, using Universiti Tun Hussein Onn Malaysia (UTHM) as a case study within the global context of Technical and Vocational Education and Training (TVET). Design/methodology/approach – Employing a quantitative survey design, the study evaluates self-efficacy across three dimensions: self-ability, adherence to work rules and personal and professional development, based on responses from 211 students. Findings – The findings reveal a moderate level of self-efficacy among participants, with significant differences based on age but not gender or academic qualifications. The results provide valuable insights into the factors influencing student self-efficacy in WBL programmes, offering recommendations for improving such initiatives to enhance employability and industry readiness across diverse TVET systems. Research limitations/implications – The study focuses on UTHM as a case study, and further research in diverse institutional contexts is recommended to validate these findings. Practical implications – Insights from this study can guide the development of targeted interventions to enhance self-efficacy and employability among students, particularly through mentorship and improved WBL programme structures. Social implications – Enhanced self-efficacy improves workforce readiness, reducing graduate unemployment and fostering industry-academia collaboration. WBL programs bridge skill gaps by integrating mentorship and support, helping students develop both technical expertise and career resilience. Originality/value – This study uniquely links demographic factors with self-efficacy in WBL, going beyond industry readiness to explore psychological and educational aspects. By incorporating international comparisons and Bandura's framework, it broadens the theoretical foundation of WBL research from a global perspective. © 2025 Emerald Publishing Limited
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