在全球化深度整合的當代，全英語授課（EMI）的教學模式在高等教育中日益普及，反映出學術環境朝向全球化轉型的趨勢 。有別於過去世代，Z世代（Gen Z）展現出對國際流動的高度渴望，且較少受到傳統本土連結的束縛 。本研究以職涯建構理論（CCT）與跨文化管理視角為基礎，探討職涯適應力（CA）影響Z世代學生海外工作意圖（EI）的機制，並聚焦於文化智商（CQ）在此關係中的中介角色，以及EMI課程投入對該間接路徑的調節作用 。 研究資料來自台灣修習EMI課程的學士以及碩士應屆畢業生，並採用 PROCESS 巨集進行假說檢定 。研究結果顯示，職涯適應力對海外工作意圖不具直接預測效果；文化智商完全中介此關係，即職涯適應力正向預測文化智商，文化智商進而顯著預測海外工作意圖 。關鍵在於，此間接效果歷程受到教育環境的調節，在高度與中度EMI課程投入下均達到統計顯著，但在低投入程度下則不顯著 。雖然職涯適應力與EMI課程投入的單純交互作用項未達統計顯著，但條件間接效果分析證實，EMI課程投入能獨立提升文化智商，並有效啟動整體的完全中介歷程 。本研究結果強調文化智商作為連結適應能力與國際移動意圖之心理機制的關鍵角色，並凸顯EMI學習環境在培養Z世代學生跨文化能力方面的重要性 。;As English as a Medium of Instruction (EMI) becomes increasingly prevalent in higher education， Generation Z (Gen Z) demonstrates a growing aspiration for international mobility. Grounded in Savickas’ (2005， 2013) Career Construction Theory (CCT) and cross-cultural management perspectives， this study investigates the mechanism through which Career Adaptability (CA) influences Expatriation Intention (EI) among Gen Z students， examining the mediating role of Cultural Intelligence (CQ) and the moderating role of EMI Engagement on the indirect path. Data were collected from graduating undergraduate and master′s students enrolled in EMI courses in Taiwan and analyzed using Hayes′ PROCESS macro with bootstrap samples. Results revealed that CA did not directly predict EI; rather， CQ fully mediated this relationship， with CA positively predicting CQ， which in turn significantly predicted EI. Crucially， this indirect effect was moderated by the educational environment， remaining robust and statistically significant at medium and high levels of EMI Engagement， but dropping to non-significance at low levels. Although the interaction path between CA and EMI Engagement did not reach statistical significance， the conditional indirect effect analysis confirmed that EMI independently enhances CQ and enables the overarching mediation process. These findings underscore the pivotal role of CQ as a psychological mechanism linking adaptive capacity to global mobility intentions and highlight the importance of EMI environments in fostering cross-cultural competencies among Gen Z students.
