Introduction: Due to labor market changes, graduates unemployment, and the growing expectations for universities to train work-ready students, equipping graduates with the qualifications to manage their career paths and employability has become a significant indicator of higher education success. Career development learning (CDL), which relates to the content and process of career development or career management, can lead to the acquisition of competencies for lifelong career management and effective decision-making regarding career options, and professional development. Considering the importance of this concept in modern higher education and its relative limited litrature in the country, this article explores it in depth.



Methodology: This review study was conducted to examine the concept of CDL as an approach to student lifelong career development and management. Given the limited literature in the country, international literature was reviewed. In this regard, the CDL definition, conceptual evolutionary history, dimensions, and its comparison with the most important related term, namely, employability, were discussed. Examining the DOTS model as one of the most prominent and practical models in this field, the operational dimensions of this concept were addressed.



Findings: One of the key concepts of student employability is CDL, which can be considered as one of its components or as a meta-skill, considering different perceptions of employability. CDL adds two crucial dimensions of directionality and sustainability to the student employability that makes employability a lifelong process. Theories such as human capital, career construction, social cognitive career, and experiential learning, among others, can be considered as theoretical foundations of CDL in higher education. Various approaches to integrating CDL are conceivable. Several methods are conceivable to address CDL in higher education. These methods include strengthening students' reflection and evaluation on experience or course topics in line with their future career path; strengthening students' self-awareness; greater knowledge of the world of work and its impact on their field of study and future job roles; strengthening understanding of the impact of various environmental factors on their career path; researching possible future career options tailored to the individual's circumstances by students; paying attention to employment processes and skills that employers value and prioritize; developing job search methods; and developing a career plan. The DOTS model is a reliable foundation for effective implementation of CDL.



Conclusion/ Implications: This paper emphasizes the necessity of addressing the theoretical and practical dimensions of CDL in the country’s higher education system as an undeniable matter. For implementing CDL, first of all, an appropriate model is crucial. In addition to being scientific, this model should be comprehensive and understandable for non-specialist stakeholders such as students and educators. This is adequately provided in the DOTS model. In addition, while considering the challenges of implementing CDL in higher education and adopting an appropriate approach to integrating CDL into the curriculum, due attention should be paid to the training and empowerment of those in charge of centers related to career counseling or education in universities, as well as students and professors.