The evolving nature of work in the twenty-first century, driven by rapid technological advancement and global shifts, necessitates the development of future-ready competencies among the workforce. Saudi Arabia's Vision 2030 emphasizes economic diversification and the transition to a knowledge-based economy, necessitating a workforce equipped with future-ready skills. However, there is limited empirical evidence on the specific skills required and their interrelationships to guide workforce development strategies. This study addresses this gap by examining the role of Digital Literacy, Critical Thinking, Adaptability, and Collaboration in preparing for the jobs of the future. A quantitative research methodology was employed, using a structured questionnaire distributed to 442 respondents across various industries and regions in Saudi Arabia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test hypotheses and assess the relationships between constructs. The results revealed. All hypothesized relationships were statistically significant, revealing strong interplay among the studied skills. This study contributes to theory by validating and extending skill development frameworks, emphasizing the role of adaptability as a mediator. Practically, it provides actionable recommendations for policymakers, educators, and organizations to recalibrate workforce preparation and align skill development with Saudi Arabia's Vision 2030 goals.
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