| Résumé: | This phenomenological study was conducted to gain an in-depth understanding of how young adults in the Maldives make career-related decisions, understand the challenges they face, recognise the support they receive, and gather their views on ways of promoting support and creating opportunities to facilitate the process. The ultimate aim of the study was to make recommendations for social policy initiatives to facilitate the career decision-making process of young adults. The study employed the qualitative approach of Interpretative Phenomenological Analysis (IPA) and a critical realist philosophy. Using inclusion criteria, quota sampling, and purposive sampling, 14 young adults who had successfully transitioned to higher education and were studying at a local college/university were recruited. The primary data collection method was in-depth interviews. The core findings of the study highlighted that the career decision-making process was multi-staged and ongoing, academic and career interests were developed through multiple learning experiences in the context, the significant challenges were information deficit and financial challenges, the significant sources of support were family social support and government free-degree programme, and personal values, adaptive strategies, and focusing on life-career goals were major forces that facilitated the overall journey. The findings highlighted how learning experiences, educational opportunities, challenges, and support in lower secondary schools shape opportunities for higher education. Based on these findings, the need for career education and guidance policy, a holistic career development curriculum (available to all students), and training of schoolteachers and career leaders were identified as social policy initiatives for lower secondary schools. Provision of equivalent financial support for all school-to-higher education pathways, subsidised students’ accommodation per demand, and exploring ways of incorporating work experiences into local undergraduate programmes were recommended as social policy initiatives for higher education.
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