Globalization, the use of current technology, and Volatility, Uncertainty, Complexity and Ambiguity that refers to the chaotic, turbulent, and fast-changing educational environment are some of the uncertainties that challenge global higher education in the modern world. Global higher education institutions must react swiftly to these changes due to external influences. Aim: To assess the role of career beliefs, career self-efficacy, and social support in developing Volatility, Uncertainty, Complexity and Ambiguity (VUCA) skills among internship nursing students. Research Design: A descriptive-correlational research design. Setting: The study was conducted in different clinical training setting the Faculty of Nursing, Cairo University. Sample: A convenient sample of 250 internship nursing students from various training departments. Tools: career belief, social support, career self-efficacy scale, and (VUCA) skillset. Results: It illustrates that the total mean percentage for career beliefs was 46.4%, the total mean percentage for Career self – efficacy was 49.2%, the total mean percentage for career self-efficacy was 49.6%, and the total mean percentage for VUCA skills stood at 49.2%. Moreover, total career beliefs, career self-efficacy, and social support have a strong positive effect (β =0.112, sig =0.020*), (β =0.473, sig. = <0.001**), and (β =0.137, sig. = 0.006*), respectively, on the development of VUCA skills as indicated by internship nursing students. Finally, there was a highly statistically significant correlation between total VUCA skills and total career beliefs (X2=o.33, p<0.001**), total 0.33, p<0.001**), total career self-efficacy (X2= 0.66, p<0.001**), and total social support (X2 = 0.43, p<0.001**). Conclusion: The research findings answered all three questions as the results indicated a highly statistically significant positive effect of total career beliefs, career self-efficacy, and social support on developing VUCA skills. The study also concluded that the internship nursing students had moderately perceived career beliefs, career self-efficacy, and social support and had an unsatisfactory level of VUCA skills. Recommendations: Training programs for improving nursing students' socio-emotional competency levels to enhance their self-efficacy and social support and create a better learning environment for future nursing generations.