Extracurricular Experiences and Graduate Employability in Conservative Cultural Contexts: A Methodologically Rigorous Narrative Review

Abstract

Learning beyond the curriculum has gained momentum following the continuous discrepancy between graduate competencies and employers’ demands. This review examines current literature on the association between extracurricular activities and graduates’ employability in conservative cultures specifically. A systematic search was conducted in Scopus, Web of Science, and ERIC (2010–2026) databases through the use of search terms associated with extracurricular activities, graduate employability, and higher education. Thematic analysis based on experiential and transformative learning theories was used. Four main contributions of extracurricular activities have been recognized in the review: development of communication and interpersonal skills; building up adaptability and cultural intelligence; development of leadership, entrepreneurship, and innovation mindset; and development of professional identity and graduate capital. In conservative cultures, institution-led activities offer an avenue through which women can gain workforce skills in a non-confronting way. Equitable participation may be hindered by several structural, social, cultural, and institutional barriers. The role of extracurricular activities is important in the development of the competencies required from individuals in the modern labour market. Institutions need to make investments in extracurricular activities. Future studies need to adopt empirical designs that help to create causality and determine under what conditions extracurricular experiences are most effective.