Proceeding Global Vocational Education Symposium

Work Overload and Turnover Intention Among Generation Z Startup Workers

Ayu Winda Rizky, Jihan Humairoh — Tue, 30 Jun 2026 00:00:00 +0000

This research aims to analyze the effect of perceived work overload on turnover intention among Generation Z employees in Indonesian startup companies. It also explores the mediating role of emotional exhaustion and the moderating role of perceived organizational support in this relationship. Employing a quantitative approach and survey method, data were collected from 223 respondents who are Generation Z employees with a minimum of one year of work experience in startups. The data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results show that perceived work overload has a significant positive effect on turnover intention. Furthermore, emotional exhaustion significantly mediates the relationship between perceived work overload and turnover intention. Meanwhile, perceived organizational support moderates the relationship between emotional exhaustion and turnover intention in a negative direction, indicating that higher perceived support weakens the effect of emotional exhaustion on turnover intention. These findings reinforce the Job Demands–Resources (JD-R) framework and offer practical implications for startup management in managing workload, enhancing organizational support, and reducing turnover among Generation Z employees.

Bibliometric Exploration of Green Skills Development in Vocational Education for Renewable Energy Workforce Sustainability

Mesran Mesran, Rosnizam bin Kamis — Tue, 30 Jun 2026 00:00:00 +0000

The global transition toward renewable energy systems and sustainable industrial development has increased the importance of green skills development within vocational education and workforce preparation. This study aims to explore the scientific development, intellectual structure, and emerging research trends related to green skills development in vocational education for renewable energy workforce sustainability. A bibliometric research design was employed using data retrieved from the Scopus database. The literature search was conducted using the keywords related to vocational education, sustainability, and energy, resulting in 139 English-language publications published between 2006 and 2026 after applying the PRISMA screening procedure. Bibliometric analysis was performed using Scopus analytical tools and VOSviewer software to examine publication trends, subject area distribution, keyword co-occurrence, and co-citation networks. The findings indicate that research in this field has experienced substantial growth, particularly after 2020, reflecting increasing global concern regarding renewable energy transition, green workforce readiness, and sustainable vocational transformation. The keyword co-occurrence analysis identified “sustainable development,” “renewable energy,” “vocational training,” and “energy efficiency” as dominant and highly interconnected themes within the research landscape. Meanwhile, the co-citation analysis revealed that the intellectual structure of the field is strongly influenced by sustainability theory, human capital development, vocational transformation, and renewable energy transition frameworks. The study also demonstrates that sustainability-oriented vocational education has become increasingly interdisciplinary through the integration of digital technologies, artificial intelligence, and green innovation systems. The findings provide important theoretical and practical implications for policymakers, educational institutions, and industry stakeholders in developing adaptive curricula and sustainable workforce strategies. This study contributes to the advancement of bibliometric scholarship by systematically mapping the evolution of green vocational education research within the context of global energy transition and workforce sustainability

Digital Competence, Energy Literacy, and Attitude in Students' Transition Readiness

Mon, 27 Jul 2026 16:53:05 +0000

Abstract-The transition toward sustainable energy requires not only technological and policy transformation but also student readiness as future professionals and decision makers. This study examines whether green digital competence and sustainable energy literacy predict energy transition readiness, and whether pro-environmental attitude mediates these relationships among STIM Sukma students. A quantitative explanatory survey was conducted using a structured Likert-scale questionnaire. After screening for active student status and voluntary consent, 71 valid responses were analyzed using SPSS-style procedures, including descriptive statistics, validity and reliability testing, correlation, multiple regression, and bootstrap-based mediation analysis. The results show that sustainable energy literacy is the most stable predictor of energy transition readiness. Pro-environmental attitude also significantly predicts readiness and partially mediates the relationship between sustainable energy literacy and readiness. Green digital competence significantly predicts pro-environmental attitude, but its direct and indirect effects on readiness are not statistically supported in the simultaneous model. These findings highlight the importance of integrating energy literacy, environmental attitude formation, and responsible digital competence in higher education sustainability programs.