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<p>In an increasingly globalised labour market, bilingual education is considered a key factor in enhancing students’ professional prospects, fostering language proficiency as well as intercultural and professional competencies. Understanding students’ perceptions of its value is essential for informing educational strategies. This study analysed data from 2,107 students in Spain, both enrolled in bilingual and non-bilingual programmes, using a validated survey to assess their views on the role of languages and bilingual education in employability. Given the non-normal distribution of the data, a Mann-Whitney U test was employed to compare groups. While differences between students in bilingual and non-bilingual programmes were not statistically significant, both groups reported high perceptions of the employability benefits associated with bilingual education, highlighting its perceived universal value. However, significant differences were observed between Baccalaureate and university students, indicating a progression in confidence, perceived career opportunities, and global orientation as students advance through educational stages. These findings suggest that continuity and sustained engagement in bilingual programs may enhance students’ professional confidence and better prepare them for future professional demands. They also highlight the perceived strategic importance of bilingual education in preparing students for the demands of a global workforce. These insights can inform educational policy, curriculum design, and career development initiatives aimed at enhancing employability.</p>

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Comparing student perspectives on employability through bilingual education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月20日

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  • María-Elena Gómez-Parra,
  • Francisco J. Marín

摘要

In an increasingly globalised labour market, bilingual education is considered a key factor in enhancing students’ professional prospects, fostering language proficiency as well as intercultural and professional competencies. Understanding students’ perceptions of its value is essential for informing educational strategies. This study analysed data from 2,107 students in Spain, both enrolled in bilingual and non-bilingual programmes, using a validated survey to assess their views on the role of languages and bilingual education in employability. Given the non-normal distribution of the data, a Mann-Whitney U test was employed to compare groups. While differences between students in bilingual and non-bilingual programmes were not statistically significant, both groups reported high perceptions of the employability benefits associated with bilingual education, highlighting its perceived universal value. However, significant differences were observed between Baccalaureate and university students, indicating a progression in confidence, perceived career opportunities, and global orientation as students advance through educational stages. These findings suggest that continuity and sustained engagement in bilingual programs may enhance students’ professional confidence and better prepare them for future professional demands. They also highlight the perceived strategic importance of bilingual education in preparing students for the demands of a global workforce. These insights can inform educational policy, curriculum design, and career development initiatives aimed at enhancing employability.