There are growing calls in South Africa, particularly in the context of persistently high unemployment, to better understand how higher education outputs can be strengthened to enhance labour market preparedness, graduateness and employability (Harry & Chinyamurindi, 2019; Harry et al., 2018). These challenges disproportionately affect marginalised groups, including black people, women, youth and persons living with disabilities (Harry & Chinyamurindi, 2020; Kambara et al., 2023). In this context, there is an increasing need to consolidate and deepen understanding of school-to-work transition experiences, not only for scholarly advancement, but also to inform policy and practice (Harry & Chinyamurindi, 2022; Ngai et al., 2025).

Within South Africa, research on school-to-work transition has grown steadily. While this body of work has contributed valuable insights, further consolidation and critical synthesis remain necessary (Murire et al., 2025). Internationally, scholars increasingly call for research that moves beyond theorisation to include evidence-based interventions that support individuals during transition periods (Byun, 2025; Ngai et al., 2025). Such efforts span different education systems, particularly higher education (Contreras et al., 2024) and the institutional activities designed to facilitate transition outcomes (Adu & Zondo, 2024; Puchert et al., 2017b).

Firstly, school-to-work transition requires a broader conceptualisation that recognises diverse post-education pathways rather than assuming linear entry into wage employment. This is illustrated by Soda and Chinyamurindi (2024), who frame transition from higher education in relation to entrepreneurship. Relatedly, scholars emphasise the need to understand transition processes across both education systems and the world of work (Li & Yang, 2024).

Secondly, there is a clear need to consolidate existing South African school-to-work transition research to assess what has been empirically established and to identify underexplored areas. While bibliometric analyses have begun to map this field (Pike-Bowles et al., 2025), a systematic literature review remains notably absent. This gap is particularly significant given that context-specific issues relevant to South Africa and other African countries – such as the role of the informal sector – are often marginalised in Global North-dominated theorising (Adeyanju et al., 2023).

Thirdly, growing attention has been directed towards understanding school-to-work transition as an ecosystem shaped by multiple interacting factors (Fang & Saks, 2022). A systematic literature review offers a means to synthesise existing evidence, identify effective interventions and highlight areas requiring reorientation or renewal (Blokker et al., 2025).

By consolidating insights on transition factors and lived experiences, policymakers may be better positioned to design targeted, context-sensitive interventions addressing skills development challenges (Byun, 2025). Such an approach also enables the identification and potential mitigation of structural impediments, including entrenched inequalities that continue to shape school-to-work transitions in South Africa (Andersson & Weber, 2024; Broschinski et al., 2022).

The aim of this article is to review existing school-to-work transition research within the South African context. Specifically, the article examines key trends that have shaped this body of scholarship and synthesises empirical insights emerging from the literature. Drawing on the findings of the systematic literature review, the article further identifies context-specific lessons and implications for academic, policy and practitioner audiences concerned with skills development in South Africa. The following research question is set: What are the trends emerging from school-to-work transition research published in South Africa between 1980 and 2025? Further, how do these emerging trends inform theory, practice and policy?

The remainder of the article is structured as follows. Firstly, the literature on school-to-work transition is reviewed, drawing on both South African and international scholarship. Secondly, the research methodology outlines the procedures informing the systematic literature review. Thirdly, the results of the review are presented. Finally, the implications of the findings for research, policy and practice are discussed.

School-to-work transition is shaped by a range of interrelated factors embedded within a complex skills development ecosystem (Blokker et al., 2025). Addressing the diverse and often competing needs of stakeholders within this ecosystem remains urgent, particularly given evidence that poorly managed transitions contribute to heightened mental strain among those affected (Kambara et al., 2023; Marques Hill & Solga, 2025).

The overarching objective of school-to-work transition initiatives is to enhance workforce capability and preparedness (Alessandri et al., 2021). This requires focused attention on improving graduateness and employability outcomes, especially in contexts characterised by persistent labour market constraints (Murire et al., 2025).

In South Africa, the interaction between higher education institutions and the labour market plays a central role in shaping transition outcomes (Harry & Chinyamurindi, 2020). International evidence suggests that such transitions are increasingly prolonged and precarious (Fang & Saks, 2022). Within the Global South, there is a growing emphasis on evaluating interventions aimed at addressing transition challenges, both to inform effective policy responses (Okolie, 2022) and to deepen understanding of labour market dynamics and behavioural patterns (Joubert & Hay, 2019).

Insights into labour market dynamics are particularly important for the design of practice- and policy-level interventions that support school-to-work transitions (Contreras et al., 2024). Such interventions require ecosystem-wide engagement and must explicitly confront structural inequalities that continue to shape access to employment and progression opportunities (Andersson & Weber, 2024; Li & Yang, 2024).

In South Africa and other Global South contexts, increasing attention has been directed towards the role of informal learning and the informal sector in skills development (Adeyanju et al., 2023). Despite this, dominant policy and research frameworks continue to privilege formally accredited learning pathways, often marginalising informal modes of skill acquisition (Allais & Marock, 2026). Yet empirical evidence highlights the informal sector as a critical site of work and livelihood generation in South Africa, particularly in the context of high unemployment and for marginalised groups (Cobbinah & Chinyamurindi, 2025; Mathibe & Chinyamurindi, 2023; Shava & Chinyamurindi, 2023).

Effective school-to-work transition further depends on sustained stakeholder engagement and alignment between educational curricula and labour market needs (Chinyamurindi, 2023). Scholars increasingly frame this alignment within capability-based curricular approaches that prioritise adaptability, lifelong employability and inner development (Jakubik et al., 2023; Shtaltovna & Makhachashvili, 2025; Shtaltovna & Muzzu, 2021; Shtaltovna et al., 2024).

In summary, although school-to-work transition is often experienced as stressful, it can be better supported through coordinated stakeholder action and skills development interventions across education and work contexts. For South Africa in particular, addressing entrenched structural barriers remains central to enabling more equitable and sustainable transition outcomes.

This section outlines the theoretical lenses informing the analysis of school-to-work transition. Specifically, the discussion draws on social cognitive career theory (Lent et al., 1994) and career construction theory (Savickas, 2005), both of which offer useful insights into how individuals navigate transitions from education to the world of work.

Social cognitive career theory provides a framework for understanding how individuals manage career-related transitions through self-regulatory and cognitive processes (Lent et al., 1994). Within this perspective, school-to-work transition is shaped by individuals’ perceptions of preparedness and readiness, which influences how transition is experienced as a psychological process (Okolie, 2022). The theory emphasises the active role of the individual in career management (Fang & Saks, 2022), particularly in responding to contextual opportunities and constraints during transition periods (Chinyamurindi, 2023).

This study is further informed by career construction theory which conceptualises careers as dynamic and shaped by individuals’ responses to changing contextual conditions (Savickas, 2005). From this perspective, school-to-work transition involves the exercise of key adaptive resources that include concern, control, curiosity and confidence (Murire et al., 2025). Through these, individuals are able to construct meaningful career pathways (Savickas, 2005). These resources are particularly relevant in contexts such as South Africa, where structural constraints and labour market uncertainty shape transition experiences (Harry & Chinyamurindi, 2020).

The study adopts the interpretivist research philosophy. The desire here is to understand the trends and lesson points that emerge from published research related to school-to-work transition research in South Africa. The interpretivist philosophy has been praised especially in working with textual data through systematic literature reviews (Banga & Gobind, 2025). In essence, an interpretivist approach assists to analyse existing literature related to school-to-work transition research in South Africa.

This article systematically reviews school-to-work transition research in South Africa, examining dominant trends, thematic emphasis and key lessons emerging from the literature. An exploratory research design is used to aid understanding around school-to-work transition (Poulter, 2006), the desire being to make suggestions that assist to inform not only theory, but also policy and practice (Babbie, 2007). Such efforts become useful to also propose future research agendas within the careers research stream in South Africa (Harry & Chinyamurindi, 2020, 2022).

Table 1 summarises these five steps and illustrates how they were applied in the present review.

Informed by Table 1, this study adopted a systematic literature review approach following a five-step process outlined by Tranfield et al. (2003) and Al-Tabbaa et al. (2019). Guided by the process steps in Table 1, explicit inclusion and exclusion criteria were applied. The inclusion criteria comprised studies conducted within the South African context that focused on school-to-work transition, specifically transitions from higher education into the labour market. Only studies published in English were considered. In addition, published theses and dissertations were excluded from the review. The exclusion criteria further eliminated non-empirical sources, including newspaper articles and commentaries. Only empirical studies with full-text availability were included to ensure sufficient methodological and analytical detail for review.

Given the nature of this study as a systematic literature review, the literature itself constituted the population (Banga & Gobind, 2025). Consistent with the South African focus of the study, two primary databases hosting South African scholarly outputs were used. These included Scientific Electronic Library Online South Africa (SciELO SA), a leading open-access platform managed by national scientific bodies, and Sabinet African Journals, which hosts a wide range of interdisciplinary South African journals. Both databases were deemed appropriate for identifying published research on school-to-work transition within the South African context.

In line with guidance by Banga and Gobind (2025), careful consideration was given to sampling procedures within the systematic review process. The selection of studies was guided by the research objectives and research question, which informed the search criteria and ensured alignment between the study’s aims and the sampled literature.

Data collection was guided by the Preferred Reporting Items for Systematic Literature Reviews and Meta-Analyses (PRISMA) framework. Preferred Reporting Items for Systematic Literature Reviews and Meta-Analyses is widely used internationally and is increasingly recognised within South African research synthesis, particularly in systematic literature reviews (Samuels & Pelser, 2025). The framework facilitated the systematic identification, screening and selection of relevant studies on school-to-work transition, while also supporting subsequent data analysis and theme development.

The inclusion criteria were aligned with the study’s aim, research question and objectives. Eligible studies focused on school-to-work transition within the South African context, spanning both educational settings and the world of work. Only published empirical research with clearly articulated methodologies and reported findings was included. The review covered studies published between 1980 and 2025, with 1980 selected as a starting point due to the emergence of several established South African journals during this period. Exclusion criteria were applied to studies not directly aligned with school-to-work transition research. In accordance with Samuels and Pelser (2025), unverified sources whose legitimacy could not be established were excluded. Studies not published in English, as well as those falling outside the 1980–2025 timeframe, were also omitted.

Several measures were implemented to ensure research integrity. Firstly, data collection, vetting and analysis were conducted collaboratively by members of the research team to enhance accountability and analytical rigour. Secondly, the review process was guided consistently by the research question and objectives, supported by the structured application of the PRISMA framework. Thirdly, an audit trail was maintained through a shared online repository documenting all accessed studies, enabling verification, transparency and collective audit checking throughout the thematic analysis process.

Ethical clearance to conduct this study was obtained from the University of Fort Hare and UFH-Inter Faculty Human Research Ethics Committee (No. [Temp-25/06390]).

The systematic review examines school-to-work transition research in South Africa, examining dominant trends, thematic emphasis and key lessons emerging from the literature. Figure 1 shows the PRISMA flow diagram detailing the approach used to not only find, but also choose relevant studies.

As reflected in Figure 1, a total of 994 records were initially identified through searches conducted in SciELO SA and Sabinet African Journals. Following the removal of duplicate records (n = 112), 882 records were screened based on titles and abstracts. Of these, 428 records were excluded for failing to meet the inclusion criteria. Full-text reports were sought for 454 records, of which 97 could not be retrieved. A further 295 reports were excluded after full-text assessment due to reasons including lack of a South African focus, non-empirical design, language constraints or limited relevance to school-to-work transition. The final sample comprised 62 empirical studies published between 1980–2025 that met all inclusion criteria and were included in the review.

Table 2 presents the distribution of the 62 included studies across the journals that met the inclusion criteria for this review

Table 2 illustrates that school-to-work transition research in South Africa has predominantly been published in locally accredited journals, with a strong concentration in journals aligned to industrial psychology, human resource management, higher education and labour studies.

Notably, the South African Journal of Human Resource Management and the South African Journal of Higher Education account for the highest number of included articles, followed by the South African Journal of Industrial Psychology. This distribution reflects the multidisciplinary nature of school-to-work transition research, spanning psychological, organisational, educational and labour market perspectives, while also underscoring the central role of South African scholarly outlets in shaping context-specific knowledge on transition processes.

Table 3 illustrates the research methods employed in South African school-to-work transition research included in this review.

The findings in Table 3 indicate a clear predominance of quantitative research approaches, which account for more than half of the included studies. These studies typically rely on survey-based designs and statistical modelling to examine relationships between employability, skills development, career readiness and labour market outcomes.

Qualitative research approaches also feature prominently, reflecting efforts to capture lived experiences, meanings and contextual challenges associated with the transition from education to work.

However, mixed-methods designs remain relatively limited, suggesting that integrative methodological approaches that combine breadth and depth are under-utilised within the South African school-to-work transition literature. Overall, the methodological profile highlights a strong emphasis on measurement and prediction, alongside a growing but still constrained engagement with interpretive and exploratory approaches

Online Appendix 1 presents the titles by the selected articles in the systematic review. Informed by Online Appendix 2, we then conducted a thematic analysis to understand the range of focus that characterise the studies under the review. Table 4 details the results of the thematic analysis.

The presented titles (see Online Appendix 1) and the subsequent analysis in Table 4 show the thematic patterns in how school-to-work transition research has been framed in the South African context. From Table 4, the titles are predominantly oriented towards graduate unemployment and employability, frequently foregrounding labour market entry, employment outcomes and skills readiness. This reflects a strong problem-driven focus shaped by South Africa’s persistent youth and graduate unemployment.

A second dominant pattern shown in Table 4 centres on individual perceptions and attributes, with titles emphasising students’, graduates’ and employers’ perceptions, expectations and psychological attributes linked to employability.

From Table 4, higher education institutions emerge as the primary site of transition, with many titles situating school-to-work processes within universities and postgraduate contexts. References to specific labour market sectors and employer perspectives further underscore a focus on formal employment pathways.

Finally, keyword frequency analysis supports these observations, with terms such as employability, graduates, students, employment, labour, skills and career appearing most frequently. Notably absent from most titles are explicit references to informal work, entrepreneurship, policy or structural inequality. Collectively, the title analysis suggests that South African school-to-work transition research is largely framed around employability and formal labour market integration, with limited title-level engagement with systemic or alternative transition pathways.

An analysis of the stated aims of the included studies reveals a strong and consistent focus on graduate employability and labour market integration within South African school-to-work transition research. Online Appendix 3 presents against each article the proposed research aims of the selected research publications. Table 5 shows the results of the thematic analysis of the data from Online Appendix 3.

Based on Table 5, most studies aim to examine factors influencing employability, unemployment and readiness for work, reflecting an applied concern with improving employment outcomes for graduates. A second dominant cluster of aims centres on individual attributes and experiences, including students’ perceptions, career attributes, skills and psychological readiness for transition.

As with the title analysis, considering Online Appendix 3 and Table 5, higher education institutions emerge popular as the primary locus of inquiry, with many aims explicitly seeking to assess the alignment between university education and labour market requirements. Career development processes also feature prominently, with several studies aiming to understand how career expectations, competencies and experiences shape transition outcomes.

Keyword frequency analysis supports these patterns, with terms such as employability, graduates, students, labour, career, skills and education occurring most frequently. Notably, fewer aims explicitly engage with structural, policy-level or informal sector dimensions of transition. Overall, the analysis suggests that South African school-to-work transition research has largely prioritised diagnosing employability challenges and individual-level determinants, with comparatively limited attention to systemic or alternative transition pathways.

Table 6 sought to establish the coherence that could exist between methods and aims within school-to-work transition research.

Informed by Table 6, the results indicate that South African school-to-work transition research demonstrates strong internal coherence between aims, methods and outcomes, while remaining largely diagnostic in orientation, with comparatively fewer studies leveraging methodological designs to generate intervention-ready or systems-level insights.

Online Appendix 3 shows a summary of the key findings. Informed by Online Appendix 1, a thematic analysis was conducted. Table 7 shows the results of this.

Informed by Table 7, the keyword frequency analysis of reported findings reveals a strong concentration on graduates, employability, skills, attributes, career, students, labour market and industry expectations.

An analysis of the reported findings (see Table 7) across the included studies reveals several dominant patterns in South African school-to-work transition research. A central and recurring finding is the presence of an employability skills gap, with graduates often perceived as insufficiently prepared for labour market demands. Studies consistently report misalignment between higher education curricula and employer expectations, contributing to prolonged or precarious transitions into employment.

In addition, findings in Table 7 emphasise the role of individual attributes, including career adaptability, self-efficacy, confidence and work-related skills, in shaping transition outcomes. Graduates possessing stronger psychological and career attributes are more likely to report positive employability outcomes. Evidence also in Table 7 points to uneven transition experiences, with outcomes varying by institutional context, field of study and socioeconomic background.

Finally, as shown in Table 7, a number of the studies identify developmental support interventions, such as coaching, work-integrated learning and career guidance, as beneficial in enhancing readiness for work and supporting smoother transitions. Keyword frequency analysis supports these patterns, with repeated emphasis on employability, skills, graduates and labour market alignment.

Overall, the findings in Table 7 suggest that South African school-to-work transition research has primarily generated diagnostic insights into employability challenges and individual-level enablers, with comparatively limited empirical focus on systemic or policy-level transformation.

The systematic review found a strong empirical consensus on the existence of an employability skills gap, with graduates often perceived as insufficiently prepared for labour market demands. The results highlighted that current South African graduates do not have the necessary practical and soft skills that the labour market demands (Murire et al., 2025).

A key thematic lesson is to recognise in the school-to-work transition in relation to the high graduate unemployment rate. The findings highlighted a strong emphasis on a skills gap by indicating that graduate skill inadequacies have existed across four decades of research. Notably, a consistent economic issue despite the use of interventions employed at the higher education institutional level to improve graduate employability.

This key thematic lesson further suggests that there is still a lack of understanding of employer expectations (Harry & Chinyamurindi, 2019). The continued skills mismatch with the labour market indicates that unemployment in the South African economy places responsibility primarily on higher education institutions to resolve, revealing a broader labour market concern as legislative frameworks are ineffectively addressed (Andersson & Weber, 2024).

The systematic review found higher education institutions are positioned as the primary site of transition, with limited attention given to non-university pathways. This second thematic lesson stems from the results predominantly relying on higher education intuitions for research on the school-to-work transition. Demonstrating that higher education institutions in South Africa have a significant strategic role in contributing to the national skills development of the country.

Although a necessary assignment for higher education institutions, insufficient focus is placed on alternative transition pathways such as informal work, entrepreneurship, self-employment, as much attention is placed on the formal labour market and higher education (Adeyanju et al., 2023). Moreso, the findings revealed that there are restricted insights from the informal labour market and much of the higher education ecosystem is based on Global North transition models.

This is a key takeaway from the second thematic lesson as the continued high unemployment rate necessitates for all alternative pathways to be considered to aid graduate employment and to gain a comprehensive view of the South African graduate workforce landscape (Allais & Marock, 2026).

The systematic review illustrates individual psychological and career-related attributes as playing a significant role in shaping transition outcomes. Central to the school-to-work transition, individual psychological attributes (self-efficacy and confidence) and career-related attributes (adaptability and agency) aligns with the social cognitive career theory.

The findings revealed that graduates with higher levels of psychological capabilities will have greater employment opportunities, individualising responsibility of the school-to-work transition. Subsequently, the research findings did not comprehensively consider labour market model imbalances and failures that exist in South Africa which could be influencing the high graduate unemployment rate (Blokker et al., 2025). Moreover, the findings were limited in focus on graduate wellbeing and mental health, emerging research themes in higher education in South Africa (Pike-Bowles et al., 2025).

This is key to uncover to develop tailored governing strategies for higher education’s involvement in developing graduate cohorts and identifying legislative frameworks that are straining graduate employment. The third thematic lesson learnt provides multidisciplinary insight into the school-to-work transition research trajectory of South Africa, reinforcing the social cognitive career theory in these field.

The systematic review also found transition experiences as being uneven and differentiated by institutional, disciplinary and socioeconomic factors. The successful school-to-work transition of graduates is therefore determined by factors such as the higher education institutional attended and whether the institution is recognised as historically disadvantaged or not (Harry & Chinyamurindi, 2020; Kambara et al., 2023).

As a result, the current school-to-work transition is not a linear process in South Africa which requires realignment due to the continued high graduate unemployment rate. This thematic finding uniquely conceptualises the school-to-work transition by revealing that social and equity injustices are apparent in the school-to-work transition in South Africa where employers are absorbing graduates from selected higher education institutions in comparison with graduates from historically recognised higher education institutions with the same qualifications (Kambara et al., 2023).

This finding confirms that existing school-to-work transition governing models are primarily based on the historical inequalities, with limited focus on decolonisation of higher education framework.

The final finding of the study found targeted developmental interventions, such as coaching, work-integrated learning and career guidance to be beneficial in supporting transition readiness. This finding indicates that higher education institutions in South Africa are being proactive in the approach to graduate unemployment by implementing valuable interventions to assist in the school-to-work transitions.

This finding confirms that offering formal structural support to graduates in the school-to-work transition is beneficial for absorption in the labour market (Byun, 2025). However, this insight is primarily acknowledged from small-scale studies and are specifically institutionally focused, limiting generalisation across the diverse higher education institution landscape.

The findings resulting in thematic lesson five demonstrate that experiential learning and career guidance are essential developmental interventions in the school-to-work transition. However, limited emphasis is placed on international comparison to the South African context of such school-to-work developmental interventions to gain a comprehensive view of the value added by employing different strategies within the higher education context (Fang & Saks, 2022).

Although the consolidated five thematic findings of this study provide a strong foundation for enhancing the structural alignment between higher education and the labour market, gaps still exist within the literature. The overarching literature gaps within the school-to-work transition entails insufficient focus on policy-level transformation, limited longitudinal studies tracking graduate school-to-work transitions across higher education institutions and restricted analysis of interventions applied in the school-to-work transition that focus on directly linking employers to higher education institutions. These shortcomings highlight implications for theory, practice and policy.

The findings of this study resulted in implications for policy, theory and practice for each of the identified five thematic findings applicable for practitioners, policymakers and scholars within the school-to-work field. The evidence-based implications are arranged into three categories for policy, theory and practice, stemming from the five identified thematic lessons. These implications have the potential to influence graduate employability within the fluctuating economic conditions of South Africa.

The first thematic finding, an employability skills gap exists, demonstrates that graduates are inadequately prepared for the labour market. For policy, higher education institution policymakers should invest in critical legislative framework reviews of their teaching and learning practices that considers the development of both soft and hard skills required by the labour market of South Africa. Emphasis should be placed on implementing an inclusive experiential learning framework across all module offerings to respond to the skills gap of graduates. Demonstrating implications for practice. For theory, scholas are advised to continue developing knowledge on the school-to-work transition by specifically identifying the missing hard and soft skills of graduates and how such skills should be offered by higher education institutions.

The second thematic finding, higher education are dominant transition sites, highlighted the need for alternative pathways to be considered for aiding the school-to-work transition and not a primary focus on higher education institutions. Policymakers are advised to place emphasis on a graduate employability framework reform that comprises inclusive input from the formal and informal labour market, self-employed and entrepreneurs. For practice, emphasis should be placed on advancing the direct involvement of the labour market within higher education institutions through careers-based services, financial incentives and graduate internships. For theory, research houses must release a nuanced call for themes pertaining to a Global South school-to-work transition model that includes formal and informal labour market perspectives to re-frame the higher educational ecosystem.

The third thematic lesson learnt, individual psychological and career-related attributes, demonstrated the psychological requirements for a positive school-to-work transition within a personal capacity. For theory, research should focus on determining the mental health and wellbeing landscape of the learners to comprehend individual psychological advancement. Consequently, implications for practice, higher education institutions must offer student wellbeing and mental health support services where learners can attend workshops on managing academic and work-related stressors, specific to the Global South and gain professional counselling support. For policymakers, the placed individual responsibility on graduates in the school-to-work transition must undergo structural reform to enhance equal graduate opportunity in being absorbed in the labour market. This approach includes ensuring legislative policies permit and strengthens the relationship between employers and higher education institutions.

The fourth thematic finding, fragmented transition experiences exist across institutions, demonstrated that the school-to-work transition faces social and equitable injustices from the labour market towards selected higher education institutions. Policymakers are advised to critically evaluate all registered higher education institutions to ensure compliance for quality assurance. Repositioning higher education institutions in the labour market has the potential to permit a socially equitable school-to-work transition for all graduates in South Africa in the future. Scholars are therefore required to determine what a decolonised higher education ecosystem entails from the perspectives of graduates and employers.

Thematic findings five, developmental interventions are valuable, recognised that higher education institutions in South Africa are proactive in their individual capacities in managing the school-to-work transition of graduates. Scholars are therefore required to broaden the sample sizes of higher education institutions involved in future research studies to provide in-depth evidence to influence policy. For policymakers, these research findings indicate that the collaboration of employers with higher education institutions for graduate employment is required to assure graduate preparedness in the school-to-work transition. This could be probed through a streamlined learnership programmes ensuring graduate placement across the country.

This study contributes relevant research insights and key literature gaps in the school-to-work transition. Despite these contributions, limitations existed which must be acknowledged to endorse future research pathways (Banga & Gobind, 2025). The publications included in this study were limited to the available documents at the time of data collection from the two selected databases, SciELO SA and Sabinet African Journals. Therefore, new published records in these databases were not included in this study at the time of data collection. Based on this limitation, future research studies are advised to replicate this study by incorporating an updated systematic literature review of the research trajectory.

Although the research provides in-depth findings on the school-to-work transition theme, the dataset focus was primarily limited to universities within higher education. As a recommendation for future research avenues, emphasis should be placed on all higher education institutions to gain deeper insight into the school-to-work research theme. Future research avenues are encouraged to consider the limitations of this study to enhance research originality and contribute towards the body of knowledge pertaining to the school-to-work transition theme in South Africa.

Key future research avenues should specifically focus on the gaps identified in the consolidated findings of this study. Three future research avenues are recommended to advance the school-to-work theme: to explore policy-level transformation initiatives, to determine graduate school-to-work transition landscapes across higher education institutions in South Africa and identify the effectiveness of the different interventions applied in the school-to-work transition in higher education institutions in South Africa. Specifically, the proposed research avenues should focus on impactful research to aid the fight against graduate unemployment in South Africa (Pike-Bowles et al., 2025).

Scholars should place research focus on developing higher education institutional policies and strategies that strengthens the relationship between higher education institutions and the labour market. Methodological approaches such as quasi-experimental and participatory learning studies would permit robust evidence to inform decision-making among policymakers within the higher education field.