According to research, college graduates have deficiencies in skills related to employment upon graduation (Packer, 2022). In this regard, many college graduates encounter job mismatch or unemployment. This phenomenon led to the inception of this study, which highlights academic achievement, emotional intelligence (EQ) and 21st century skills as predictors of field experience satisfaction and career readiness of graduating college students. This is a descriptive correlational study. Data was collected from 172 graduating college students of Adamson University, who successfully completed their internship. The standardized tests include: Bar-On Emotional Quotient Inventory, 4Cs of 21st Century Skills Test, Work Experience Questionnaire (WEQ), and Career Confidence Scale (CCS) to measure EQ, 21st century skills, field experience satisfaction, and career readiness respectively, while academic achievement was assessed through the grade point average. Through multiple regression analysis, it was discovered that the 21st century skills exert statistically significant predictor of field experience satisfaction (B= .78; p = <.001) and career readiness (B=0.74; p=<.001). It is concluded that 21st century skills are mostly essential for field experience satisfaction and career readiness; thus, these findings serve as the framework for the proposed career development program. Since there is not enough recent research on the great practices to adequately sustain these new objectives, this program needs to be prioritized; therefore, this study is being done to help educational institutions make career development a fully recognized priority.

Keywords: Academic achievement, emotional intelligence, 21 st century skills, field experience satisfaction, career readiness, career development program.