Career development barriers encountered by Taiwanese pharmacy students: A qualitative study across levels of career adaptability

Background: Career development is critical in pharmacy education; however, many students encounter personal, academic, and structural obstacles that complicate their career decision-making and professional identity formation. Although researchers have investigated students' career adaptability, limited attention has been given to specific barriers faced by pharmacy students in Asian contexts, particularly the barriers embedded within cultural expectations and curricular structures. Methods: This qualitative study examined career development barriers perceived by Taiwanese third-year pharmacy students. A total of 12 students were recruited through purposive sampling, with equal numbers of students with high and low career adaptability, as identified in a previous quantitative phase. Semi-structured interviews were conducted, audio-recorded, and transcribed verbatim in Chinese. Data were analyzed using Braun and Clarke's six-phase thematic analysis. To ensure trustworthiness, we performed independent coding, peer debriefing, member checking, and an audit trail. Results: Twelve career barrier dimensions were identified: lack of clear direction, low confidence, learning interference, lack of persistence, developmental barriers, low willpower, hesitation, distress regarding academic major, decision-making interference, interpersonal relationships, financial issues, and curriculum design. The students with low adaptability tended to internalize difficulties as personal inadequacies and exhibited greater indecision, whereas those with high adaptability reframed obstacles as manageable challenges and employed proactive coping strategies. Conclusions: Pharmacy students' career barriers stem from intertwined personal, interpersonal, and structural factors shaped by cultural norms and curricular design. Addressing these obstacles, through earlier career exposure, improved curriculum pacing, financial and psychosocial support, and targeted adaptability-building interventions, may enhance students' readiness for career decision-making and improve their professional identity development.