The rapid advancement of technology, globalization, and the ever-changing dynamics of
the job market require education to adapt and prepare the younger generation to face future
challenges. Preparing students for the future is a central issue in 21st-century education,
emphasizing not only academic achievement but also critical thinking, creativity,
collaboration, communication, digital literacy, and character and leadership. However,
various studies indicate that many students are not fully prepared for the real world after
graduating from formal education. Mismatches between graduate competencies and
workplace needs, poor problem-solving skills, limited technological skills, and a lack of
awareness of social and environmental change are some indicators of students' low future
preparedness. To successfully lead and manage learning in times of rapid change, leaders,
educators, and students must think agilely that is, be nimble, adaptive, flexible, and highly
aware of their surroundings. One factor that can influence learning agility is community
support. Therefore, the purpose of this study was to examine the mediating effect of
learning agility on the relationship between community support and student future
preparedness. This study used a quantitative approach with a survey method. The subjects
in this study were 234 students obtained using convenience sampling. Data collection was
conducted using the Perceived Community Support Scale, the Learning Agility Scale, and
the Student Future Readiness Scale. Data analysis was performed using the Jamovi
program. The analysis results indicated a partial mediating effect of learning agility on the
relationship between perceived community support and student future readiness