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Promoting Sustainable Career Development in Inclusive Education: A Psychometric Study of Career Maturity Among Students with Special Educational Needs

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  • Fengzhan Gao

    (Institute of Special Needs and Inclusive Education (ISNIE), The Education University of Hong Kong, Tai Po, Hong Kong, China
    Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong, China)

  • Lan Yang

    (Institute of Special Needs and Inclusive Education (ISNIE), The Education University of Hong Kong, Tai Po, Hong Kong, China
    Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong, China
    Analytics\Assessment Research Centre (ARC), The Education University of Hong Kong, Tai Po, Hong Kong, China)

  • Lawrence P. W. Wong

    (School of Educational Psychology & Counselling, Monash University, Melbourne 3800, Australia)

  • Qishuai Zhang

    (Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong, China)

  • Kuen Fung Sin

    (Institute of Special Needs and Inclusive Education (ISNIE), The Education University of Hong Kong, Tai Po, Hong Kong, China
    Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong, China)

  • Alessandra Romano

    (Department of Social, Political and Cognitive Sciences, University of Siena, 53100 Siena, Italy)

Abstract

Despite progress in inclusive education, students with Special Educational Needs (SEN) often lack valid, tailored tools for career assessment, limiting equitable transitions to adulthood and employment. Closing this gap is crucial for Sustainable Development Goal 4 (SDG 4), which calls for quality and inclusive educational opportunities. This study addresses this need by adapting and validating a 16-item Career Maturity Inventory-Form C (CMI-C) for Chinese post-secondary SEN students ( n = 34) in vocational training in higher education. Rasch modeling, supported by exploratory factor analysis, indicated that a two-factor structure—‘career choice readiness’ and ‘intention to seek career consultation’—provided the best fit to the data, rather than the originally hypothesized four-factor model. The results were more consistent with a two-dimensional structure than with prior four-factor frameworks, though both were explored. Two poorly performing items were removed, resulting in a fourteen-item scale with acceptable item fit and reliability indices in this hard-to-reach group. This restructuring suggests constructs such as concern, confidence, and curiosity are closely linked in SEN populations, underscoring the value of context-sensitive assessment. The revised instrument demonstrated satisfactory model fit and internal consistency; however, convergent validity and practical utility should be interpreted cautiously given the modest sample size. While further validation in larger and more diverse samples is warranted, this study offers preliminary evidence for an adapted, inclusive assessment tool that aligns with SDG 4’s aim to promote equity and empower SEN students in educational and career pathways.

Suggested Citation

  • Fengzhan Gao & Lan Yang & Lawrence P. W. Wong & Qishuai Zhang & Kuen Fung Sin & Alessandra Romano, 2025. "Promoting Sustainable Career Development in Inclusive Education: A Psychometric Study of Career Maturity Among Students with Special Educational Needs," Sustainability, MDPI, vol. 17(14), pages 1-22, July.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:14:p:6641-:d:1706286
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    References listed on IDEAS

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    1. Shannon Suldo & Jessica Savage & Sterett Mercer, 2014. "Increasing Middle School Students’ Life Satisfaction: Efficacy of a Positive Psychology Group Intervention," Journal of Happiness Studies, Springer, vol. 15(1), pages 19-42, February.
    2. Mary McMahon & Wendy Patton, 2021. "Career Development from a Systems Perspective: The Systems Theory Framework," Springer Books, in: Gary S. Metcalf & Kyoichi Kijima & Hiroshi Deguchi (ed.), Handbook of Systems Sciences, chapter 49, pages 1405-1424, Springer.
    3. Mantak Yuen & Jiahong Zhang & Patrick K. W. Man & Joyce Mak & Y. B. Chung & Queenie A. Y. Lee & Annie K. C. Chan & Ada So & Ryder T. H. Chan, 2022. "A Strengths-Based Longitudinal Career Intervention for Junior Secondary School Students with Special Educational Needs: a Mixed-method Evaluation," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(4), pages 2229-2250, August.
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