Education is a pillar of the socio-economic development of a nation. Higher education (HE) is an engine for national development through producing the required skilled manpower, technology, innovations, research, and training services. The purpose of this study is to highlight the functioning, challenges, and emerging initiatives in public universities in Ethiopia. It employs a narrative review method for the synthesis of the findings. A total of 2004 published articles were searched using Boolean syntax from Scopus, ProQuest, ScienceDirect, and Web of Sciences databases, and 40 articles were maintained for analysis. Thus, the Ministry of Education (MoE) oversees the overall system of higher education. Public universities have shown relatively rapid expansion in the last three decades compared to the 1950s, followed by an increase in gross enrollment rate (GER). However, concerns were raised about the sustainability of these changes due to low investment in the educational sector. Various reforms have been introduced into the higher education system like differentiation, curriculum changes, national comprehensive exit exams for undergraduates, and admission tests for postgraduate programs. The higher education system is struggling with persistent challenges such as quality concerns, inadequate educational inputs, rigid structure, poor working environments, unemployment, and professional skill gaps. Due emphasis should be given to strengthening leadership, supplying adequate educational resources, sustainable financing, staff development, improving service delivery, and quality education.

This study aims to explore the importance of basic psychological needs satisfaction (BPNS) and mindfulness of university students in their career adaptability (CA), career self-efficacy (CSE), and future career choice (CC). The sample consisted of 1026 undergraduate students, of which 495 (48.2%) were female and 531 (51.8%) male, from three public universities in the Amhara Region, Ethiopia. The assessments, such as the Career Decision-Making Self-Efficacy Scale-Short Form, the Five Facet Mindfulness Questionnaire Short Form, the Career Adapt-Ability Short Form Five Scale, the Basic Psychological Needs Satisfaction Scale, and the Career Choice scale instruments were used. Findings from a parallel mediation model showed that both CA and CSE had a direct positive effect on the BPNS of university students. Additionally, this study found that both BPNS and mindfulness had a substantial and positive direct effect on the students’ CC. Importantly, we found that both CA and CSE significantly and indirectly predicted the future CC through BPNS and mindfulness. In addition, BPNS and mindfulness also partially mediate the relationship between CA, CSE, and the students’ future CC. Importantly, we found that mindfulness and BPNS fully and partially mediated the relationship between CA, CSE, and CC. These results support the notion that both psychological constructs (BPNS and mindfulness) play a crucial role in explaining the relationship between CA, CSE, and CC. By enhancing students’ BPNS and mindfulness, institutions can empower students to make informed decisions about their future career paths, ultimately nurturing their personal and professional growth.

This systematic literature review synthesised empirical studies published between 2016 and 2025 on conceptual and theoretical orientations, predictors, mediators, and moderators related to academic success in undergraduate higher education. Searches were conducted in ERIC, Scopus, and Web of Science using Boolean search strings. Following PRISMA 2020 procedures and predefined inclusion and exclusion criteria, 40 quantitative and mixed‐methods studies were included in the final synthesis. Academic success was most frequently operationalised through grade point average, course grades, credits earned, assignment performance, persistence, and retention. Sample sizes ranged from 71 to 5016 participants. The findings show that recent studies have predominantly used micro‐level, psychological, motivational, self‐determination, self‐efficacy, personality, and technology‐oriented approaches, whereas broader institutional and persistence‐oriented perspectives were rarely applied. Frequently reported predictors included prior academic achievement, socio‐economic status, learning strategies, self‐directed learning, academic emotions, motivation, self‐efficacy, personality, e‐learning readiness, and technology‐related behaviours. Excessive social engagement and smartphone addiction were generally negatively associated with academic achievement. Only a limited number of studies examined moderators, with gender and sense of academic control emerging as relevant moderating factors in some studies. Overall, the findings suggest that academic success in higher education should be examined through integrated models that combine individual, contextual, institutional, and technological perspectives. Future research should prioritise longitudinal, experimental, mixed‐predictor, and meta‐analytic designs to clarify causal pathways and the relative strength of predictors. Context and implications: Rationale for this study: Research on academic success in higher education is fragmented across conceptual and theoretical orientations, predictor domains, mediating mechanisms, and moderating factors. This systematic review synthesises recent quantitative and mixed‐method evidence to clarify how academic success has been conceptualised and investigated. Why the new findings matter: The findings identify dominant micro‐level and psychologically oriented approaches, underused institutional and persistence‐oriented approaches, frequently reported predictors, and important methodological gaps. Implications for higher education stakeholders: The review suggests that academic success should be addressed through integrated models that combine individual, contextual, institutional, and technological factors. For researchers, the findings highlight the need for longitudinal, mixed‐predictor, and meta‐analytic studies. For instructors, counsellors, administrators, and policymakers, the review provides evidence for designing tailored interventions that address students' diverse academic, social, cultural, and digital needs.