Introduction:
The rapidly evolving global economy and the mismatch between the skills possessed by graduates and the requirements of the job market necessitate continuous learning and career adaptability. Distance higher education institutions have emerged as vital avenues for individuals seeking to enhance their career pathways and engage in lifelong learning. Despite its growing popularity, the graduation statistics in South Africa reveal a concerning trend of increasing unemployment among graduates, particularly the youth. Understanding the learning motivations, employment status, and career impacts associated with distance learning is essential. The findings of this study will provide insights into the career paths and lifelong experiences of graduates, informing strategies to improve graduate employment outcomes.

Aim:
This study sought to explore career pathways, employment trajectories and lifelong learning experiences of students who graduated during the 2021 period.

Methods:
The study employed a descriptive survey design. The population for this study was all 2021 graduates, estimated to be a sample of 51 000 graduates. A census approach was followed, allowing the final responses to be based on the number of respondents. In total, there were n=2 553 responses. Data were analysed descriptively using frequency counts and measures of central tendency to identify patterns and trends.

Results:
The results reveal that the primary motivations for students' academic pursuits were meeting the educational requirements of their chosen occupation/career (24,0%), obtaining a job easily (22,2%), and having an intellectual or cultural interest in their field of study (20,0%). A significant portion of students (55,3%) worked during their studies, and 44,8% were already employed before commencing their studies. The majority (37,7%) of respondents remained employed where they were while studying, with 36,0% remaining unemployed despite seeking employment.
Both employed and unemployed students perceived their academic experiences as significantly impacting their career trajectories through acquiring theoretical and practical knowledge, with over 50% indicating substantial contributions to discipline-specific expertise. Furthermore, studies were credited with enhancing employability skills, such as independent work capabilities (66,2%; 65,2%), working under pressure (63,0%; 65,0%), a belief in making a difference (63,3%; 62,7%), professionalism (61,3%; 56,3%), and a willingness to take responsibility (62,1%; 66,0%). Additionally, unemployed students also credited their studies with improving problem-solving abilities (62,5%) and fostering independence, resilience, responsibility, and care (63,2%).

Conclusion:
The study offers a comprehensive snapshot of graduates' journeys beyond the educational realm, revealing the complex interplay between academic pursuits, employment trajectories, and perceived impacts of studies on careers.

Keywords: Career pathways, students, lifelong learning, higher education, open distance education, employability.