AbstractAmidst the continual volatility in the labor market and heightened uncertainty about the future, it is imperative for students to be confident in their employability skills to navigate their careers seamlessly. Self‐perceived employability (SPE) instills in students the confidence needed to pursue their desired career paths, showcase resilience, and effectively market themselves to employers in an ever‐changing business environment. In this paper, we present a comprehensive and systematic review of the existing literature, synthesizing the insights from 88 relevant articles in Web of Science Social Science Citation Index (SSCI) through a structured framework that delineates the key antecedents, decisions, and outcomes related to SPE. This framework also encompasses underlying theories, contexts, and methodologies of study. While we highlight a plethora of research gaps, the most glaring is the inadequate conceptual development. Current theoretical approaches often lack a student‐focused perspective, sidelining critical modern viewpoints that could deepen our understanding of SPE. We advocate for richer operational definitions and introduce a blueprint of dimensions poised to nurture the evolution of such metrics. Additionally, we propose sophisticated methods to elevate the empirical exploration of the construct, ensuring a rigorous foundation for upcoming research. We further discuss potential antecedents, outcomes, and contexts, offering them as focal points for future investigative pursuits. Ultimately, our research offers invaluable insights to higher education professionals, illuminating strategies to bolster employability confidence in students, ensuring they are fully prepared for the workforce.