Abstract This article presents a mixed-methods longitudinal study on the transition to work of graduates in Education (Bachelor’s degree) and Pedagogy (Master’s degree) at Sapienza University of Rome between 2008 and 2018. Integrating administrative records (UNI.CO dataset) with narrative reconstructions of 23 career trajectories, the study explores employment outcomes through two indicators: the Employment Index and the Coherence Index. The findings reveal persistent contractual precariousness, high fragmentation in early career paths, and a gradual decline in job-coherence over the observed period. While formal alignment between degrees and job functions remains high, actual employment conditions raise critical concerns. The capability approach and narrative analysis help uncover the subjective and structural factors that shape the work transitions of graduates. Gender, academic performance and study regularity emerge as relevant but not decisive factors. The article concludes by stressing the need for educational policy to recognize the specific challenges faced by graduates in education-related fields and to enhance the quality and stability of their professional opportunities.
Mérac et al. (2026) studied this question.