The present study was conducted with the aim of validating a university curriculum model based on Fugate’s employability model. Considering continuous social changes, university education and research should be directed toward addressing the social, economic, cultural, and technological problems of society in order to help resolve issues related to employment and the acquisition of new occupational competencies. For more than three decades, reforming the mission of universities in relation to employment has been a matter of global attention. Accordingly, some leading universities have reorganized their managerial structures and curricula in ways that enable graduates to take a leading role in technology production, the provision of innovative solutions, and the resolution of social and economic problems. In terms of purpose, the present research was developmental and was conducted using a quantitative approach with a survey design. The research instrument was a researcher-made questionnaire, and the statistical population consisted of all undergraduate students studying at public universities in Tehran. A stratified sampling method was employed. Based on Cochran’s formula, the sample size was estimated at 384 participants; however, due to certain limitations, 290 completed questionnaires were collected and entered into the analysis process. The collected data were examined using analytical tests. The findings indicated that adaptability had a positive and direct effect on employability skills (0.529). In addition, job identity exerted a positive and direct effect on employability skills (0.807), and human–social capital also showed a positive and direct effect on employability skills (0.424). Furthermore, curriculum content affected human–social capital (0.960). Teaching methods influenced human–social capital (0.998) and job identity (0.236). Evaluation methods affected human–social capital (1.23). Learner characteristics influenced human–social capital (0.247). Instructor characteristics affected job identity (1.39) and adaptability (0.382). Moreover, the learning environment affected job identity (1.13) and, finally, adaptability (2.06). Overall, the results demonstrate that university curriculum elements play an important role in strengthening employability skills through their effects on adaptability, job identity, and human–social capital within the framework of Fugate’s employability model.