Taking three typical interdisciplinary programs integrated with modern technologies in a vocational college as examples, this research was designed to identify the indicators of student career maturity and to explore the indirect effect of career learning planning on the relationship between career maturity and confidence in self-directed career learning. A survey was conducted to collect data on interdisciplinary programs in the humanities of a vocational college. Factor analysis and structural equation modeling (SEM) were used to conduct the analysis. Results showed that career value and students' perceptions of career competencies and external assistance were predictors of the career maturity of students in the early stages of college learning. The modelling test supported the significant effect of career maturity on confidence in learning through the mediating effect of planning for learning. Early career interventions was proposed to guide interdisciplinary students to make plans for future careers.