Hasil untuk "Vocational guidance. Career development"

Liraz Mudrik, Yaakov Oshman

Using Bayesian decision theory, we modify the perfect-information, differential game-based guidance law (DGL1) to address the inevitable estimation error occurring when driving this guidance law with a separately-designed state estimator. This yields a stochastic guidance law complying with the generalized separation theorem, as opposed to the common approach, that implicitly, but unjustifiably, assumes the validity of the regular separation theorem. The required posterior probability density function of the game's state is derived from the available noisy measurements using an interacting multiple model particle filter. When the resulting optimal decision turns out to be nonunique, this feature is harnessed to appropriately shape the trajectory of the pursuer so as to enhance its estimator's performance. In addition, certain properties of the particle-based computation of the Bayesian cost are exploited to render the algorithm amenable to real-time implementation. The performance of the entire estimation-decision-guidance scheme is demonstrated using an extensive Monte Carlo simulation study.

Sugana Chawla, Si Chen, Julia Qian et al.

Rapid advances in artificial intelligence (AI) are reshaping how students imagine, explore, and prepare for STEM careers across K-16 education. As AI systems increasingly influence feedback, advising, and access to information about opportunities, they are becoming part of the developmental infrastructure that shapes career identity formation and readiness. Yet uncertainty remains about how AI-supported career exploration tools should be designed, governed, and evaluated at scale, particularly across developmental stages and institutional contexts. This half-day workshop convenes researchers, educators, practitioners, and policymakers to examine responsible AI for STEM career development. We focus on four themes: (1) how AI reshapes definitions and assessment of STEM career readiness; (2) appropriate roles and boundaries for AI in career decision-making; (3) developmental alignment of AI supports across the K-16 continuum; and (4) equity-related design considerations that prevent the reproduction of structural disparities. Through lightning talks, structured group activities, and cross-sector dialogue, participants will surface design tensions, articulate governance principles, and identify research gaps. The workshop aims to advance shared language and actionable frameworks for responsible, developmentally grounded AI use in STEM career learning at scale.

Regina M. Thetsane, Motselisi C. Mokhethi

Background: Global education frameworks increasingly emphasise the alignment of academic programmes with labour market demands and equity imperatives. Strengthening career guidance and enhancing curricular relevance are considered essential for supporting informed student decision-making and long-term employability. Objectives: This study investigates motivational dimensions and gender-based differences influencing programme selection among Bachelor of Commerce and Economics students in the Faculty of Social Sciences at the National University of Lesotho. The study explores how demographic profiles and motivational orientations shape academic choices and perceived programme value. Methods: A descriptive quantitative survey was administered to 159 first-year students. Data were analysed by using SPSS for exploratory factor analysis, reliability testing and independent samples t-tests to assess gender differences across seven motivational constructs. Chi-square analysis examined associations between gender and programme choice. Results: Seven motivational factors emerged: instructional quality, academic ease, career value, social endorsement, programme popularity, intrinsic interest and prestige. While most factors showed no significant gender differences, male students scored significantly higher on intrinsic interest and future utility. No statistically significant association was found between gender and programme choice. Conclusion: Student decision-making reflects a complex interplay of personal motivations and institutional influences. Although overt gender disparities in programme enrolment are narrowing, motivational differences persist, particularly among male students. Contribution: The study offers actionable insights for gender-sensitive advising, inclusive programme design and strategic planning. The study supports Sustainable Development Goals (SDG 4 and SDG 5) by promoting motivation-aware academic environments that foster informed, aspiration-driven choices.

L. Latifah, Basyirun Basyirun

The issue of career decision-making remains a challenge in vocational education, as many students choose skills programs that do not match their interests and abilities. This research aims to develop an integrated career guidance module about Social Work Fundamentals for grade X students, as well as to assess the feasibility, validity, and reliability of instruments and the effectiveness of the module in improving career decision-making skills. The research employed the Research and Development method with the ADDIE model and involved 60 students from SMK Negeri 5 Samarinda, who were divided into experimental and control groups. The validation results showed that the module was very feasible, with scores of 94% from subject matter experts and 91% from media experts. The test instrument was deemed of good quality, with 30 out of 33 valid items and a Cronbach's alpha value of 0.925. The module also achieved an effectiveness rate of 91.6%, efficiency of 89.6%, practicality of 93.8%, and implementation rate of 86%, along with teacher and student responses of 90.8%. The results of the statistical test showed a significant increase in the experimental group ( -count = 13.396 > -table = 2.002; ). An N-gain value of 0.729 indicates a high effect size. Overall, this module is effective in improving the career decision-making skills of vocational students.

Marc Schneider, Walter Fichter

This paper presents a novel approach to many-vs-many missile guidance using virtual targets (VTs) generated by a Normalizing Flows-based trajectory predictor. Rather than assigning n interceptors directly to m physical targets through conventional weapon target assignment algorithms, we propose a centralized strategy that constructs n VT trajectories representing probabilistic predictions of maneuvering target behavior. Each interceptor is guided toward its assigned VT using Zero-Effort-Miss guidance during midcourse flight, transitioning to Proportional Navigation guidance for terminal interception. This approach treats many-vs-many engagements as many-vs-distribution scenarios, exploiting numerical superiority (n > m) by distributing interceptors across diverse trajectory hypotheses rather than pursuing identical deterministic predictions. Monte Carlo simulations across various target-interceptor configurations (1-6 targets, 1-8 interceptors) demonstrate that the VT method matches or exceeds baseline straight-line prediction performance by 0-4.1% when n = m, with improvements increasing to 5.8-14.4% when n > m. The results confirm that probabilistic VTs enable effective exploitation of numerical superiority, significantly increasing interception probability in many-vs-many scenarios.

Tiago Massoni, Ricardo Duarte, Ruan Oliveira

Background. Career abandonment, the process in which professionals leave the activity, assuming positions in another area, among software developers involves frustration with the lost investment and emotional and financial costs, even though being beneficial for the human being, depending on personal context. Previous studies have identified work-related motivators for career abandonment, such as the threat of obsolescence, unstable requirements, and low code quality, though these factors have primarily been examined in former developers. The relationship between these motivators and the intention to abandon among currently active developers remains unexplored. Goal. This article investigates the relationship between key work-related motivators and currently active software developers intention to abandon their careers. Method. We employed a quantitative approach, surveying 221 software developers to validate a theoretical model for career abandonment intention, based on an adaptation of the Investment Model, which incorporates satisfaction with technical aspects of the profession as well as the intention to abandon. Findings. Exploratory and confirmatory factor analyses, through structural equation modeling (SEM), provided robust support for the adapted Investment Model in explaining software developers intention to abandon their careers. Moreover, career commitment significantly impacts the intention to leave the profession, being positively influenced by satisfaction with technical work-related factors and negatively influenced by career alternatives and career investment. Conclusion. The paper offers valuable insights for organizational leaders and research, potentially guiding retention strategies to better support developers, and the adoption of theoretical models to explain career abandonment.

Kyle A. Sonandres, Thomas R. Palazzo, Jonathan P. How

Aerocapture consists of converting a hyperbolic approach trajectory into a captured target orbit utilizing the aerodynamic forces generated via a single pass through the atmosphere. Aerocapture guidance systems must be robust to significant environmental variations and modeling uncertainty, particularly regarding atmospheric properties and delivery conditions. Recent work has shown that enabling control over both bank angle and angle of attack, a strategy referred to as augmented bank angle modulation (ABAM), can improve robustness to entry state and atmospheric uncertainties. In this work, we derive optimal control solutions for an aerocapture vehicle using ABAM. We first formulate the problem using a linear aerodynamic model and derive closed-form optimal control profiles using Pontryagin's Minimum Principle. To increase modeling fidelity, we also consider a quadratic aerodynamic model and obtain the solution directly using the optimality conditions. Both formulations are solved numerically using Gauss pseudospectral methods (via GPOPS, a software tool for pseudospectral optimal control), to validate the analytic solutions. We then introduce a novel aerocapture guidance algorithm, ABAMGuid+, which indirectly minimizes propellant usage by mimicking the structure of the optimal control solution, enabling efficient guidance by avoiding the complexity of solving the full optimal control problem online. Extensive Monte Carlo simulations of a Uranus aerocapture mission demonstrate that ABAMGuid+ increases capture success rates and reduces post-capture propellant requirements relative to previous methods.

Precious Eze, Stephanie Lunn, Bruk Berhane

Employers increasingly expect graduates to utilize large language models (LLMs) in the workplace, yet the competencies needed for computing roles across Africa remain unclear given varying national contexts. This study examined how six LLMs, namely ChatGPT 4, DeepSeek, Gemini, Claude 3.5, Llama 3, and Mistral AI, describe entry-level computing career expectations across ten African countries. Using the Computing Curricula 2020 framework and drawing on Digital Colonialism Theory and Ubuntu Philosophy, content analysis of 60 LLM responses to standardized prompts reveals consistent coverage of technical competencies such as cloud computing and programming, but notable differences in non-technical competencies, particularly ethics and responsible AI use. Models vary considerably in recognizing country-specific factors, including local technology ecosystems, language requirements, and national policies averaging only 35.4% contextual awareness overall. Open-source models demonstrated stronger contextual awareness and better balance between technical and professional skills, with Llama (4.47/5) and DeepSeek (4.25/5) outperforming proprietary alternatives ChatGPT-4 (3.90/5) and Claude (3.46/5). However, Mistral's poor contextual performance (0.00/4) despite being open-source indicates that development philosophy alone does not guarantee contextual responsiveness. This first comprehensive comparison of LLM career guidance for African computing students uncovers entrenched infrastructure assumptions and Western-centric biases that create gaps between technical recommendations and local realities. The findings challenge assumptions about AI tool quality in resource-constrained settings and underscore the need for decolonial approaches to AI in education, emphasizing contextual relevance and hybrid human-AI guidance models.

Sophie McKenzie

COVID-19 disrupted the professional preparation of university students, with less opportunity to engage in professional practice due to a reduced employment market. Little is known about how this period impacted upon the career confidence and career identity of university students. This research paper explores the career confidence and identity of university students in Information Technology (IT) prior and during the COVID-19 period. Using a survey method and quantitative analysis, ANOVA and Kruskal-Wallis tests with different sensitivity and variance standards were used during analysis to present mean and mean rank of data collected during 2018, 2019, 2020 and 2021. 1349 IT students from an Australian University reported their career confidence. The results indicate IT students' career confidence maintained during the period. In 2021, the results indicate increased career commitment of IT students showing higher professional expectations to work in IT along with greater self-awareness regarding their professional development needs. Even with increased career confidence as observed in this study, supporting university students to explore their career options and build upon their career identity, and more broadly their employability, remains an important activity for universities to curate in their graduates.

Huayu Gao, Tanya Evans, Gavin Brown

Social Cognitive Career Theory (SCCT) has been extensively employed to elucidate the enduring gender differences in mathematics-intensive fields, with a particular emphasis on the complex interplay of motivational factors and extra-personal influences contributing to the underrepresentation of women. Although a plethora of empirical studies corroborate SCCT, three crucial aspects for refinement have come to the fore. First, the theory should place a more substantial emphasis on how cultural and contextual diversity influences academic choices. Second, given the dynamic nature of motivation, which evolves over time, more longitudinal analyses are imperative to capture their temporal trajectory, in contrast to the predominantly cross-sectional empirical studies. Finally, considering the intricate interplay between emotion and motivation, integrating the dimension of emotion into SCCT would significantly augment its explanatory power and provide a more comprehensive understanding of academic selection processes.

Noemy Melissa Quesada-Quesada, Melanny María Vindas-Chinchilla, Manuel Arturo Fallas-Vargas et al.

Objective: To understand the psychosocial transition of Nicaraguan migrants in Costa Rica by analyzing the context in which the migration process occurs and the role of support networks in its development. The importance of counseling is highlighted as a key resource to facilitate the adaptation and well-being of this population. Methodology: A qualitative approach with a phenomenological design was used to better understand the participants' experiences. Data collection was conducted through focus groups and life histories with six Nicaraguan migrants. Data analysis was performed using the progress method, utilizing information triangulation to ensure the quality of the study. Results: The findings indicate that the psychosocial transition of this population is characterized by uncertainty, migratory grief, and the need to adjust to an environment with distinct sociocultural dynamics. Likewise, it was identified that the most important support networks are family and partners, with community, institutions, and friendship playing a secondary role. Conclusions: The psychosocial transition of Nicaraguan migrants is a complex process that requires comprehensive attention. Counseling is presented as a key element to strengthen support networks and develop monitoring strategies that promote the integration and well-being of this population in the host country. The implementation of programs that promote emotional and social support, tailored to the specific needs of migrants, is recommended.

Huma E. Kganya, Tshepo B. Maake

Background: Learner-on-teacher violence is a growing global concern, and South African schools are not exempt from this issue. However, the specific experiences of early-career young cisgender women teachers remain underexplored, despite their heightened vulnerability at the intersection of sex, gender, age, physical appearance and structural factors such as inadequate institutional support. Objectives: This article presents an intersectional analysis of how intersecting identity markers, such as sex, gender and age, alongside physical appearance and structural vulnerabilities, shape the heightened susceptibility of early-career young cisgender women teachers to violence from male learners. Method: The study used qualitative research, conducting eight interviews with early-career young cisgender women teachers from secondary schools in Tshwane, Gauteng. Results: The findings show that young cisgender women teachers are especially vulnerable to male learner violence, influenced by a small age gap and patriarchal gender ideologies. This vulnerability impacts their psychological well-being, affecting their interactions with learners and the school environment. Conclusion: The intersection of sex, gender, age, physical appearance and structural vulnerabilities produces a distinct form of learner-on-teacher violence, underscoring the specific risks faced by early-career cisgender women teachers. This vulnerability requires targeted attention and intervention to protect them from male learner violence. Collaborative efforts from the Department of Education and schools are necessary to support and safeguard these teachers, especially in schools with a history of violence. Contribution: This study enhances our understanding of how male learner violence affects the teaching experiences and well-being of early-career young cisgender women teachers in secondary schools.

А. Zhakypbek, I. Sarybayeva, А. Montaev et al.

The relevance of this scientific study lies in the growing significance of analyzing state-level strategies in the sphere of vocational guidance as a critical factor contributing to the formation and development of the welfare state. In contemporary socio-political discourse, the role of professional orientation has shifted from a narrow educational task to a broader instrument of socio-economic regulation and social integration. Accordingly, this research seeks to explore the interconnection between state-led career guidance policies and the structural evolution of the welfare state. The central objective is to evaluate the extent to which national policies in vocational guidance contribute to enhancing social development indicators and consolidating welfare institutions. The study sets out a series of research tasks to achieve this aim. These include: the theoretical and methodological analysis of the state's role in career guidance as a developmental mechanism; the identification of global trends in public policy on youth career assistance; a comparative assessment of international best practices in implementing vocational orientation strategies; the development of methodological tools to evaluate the impact of diverse state approaches on welfare development; and the formulation of policy recommendations for public administration bodies regarding the use of career guidance as a strategic tool for social state advancement. The research is grounded in a systems analysis approach, allowing the examination of vocational guidance as part of a complex and interrelated system operating under conditions of political and economic uncertainty. A comprehensive set of qualitative and quantitative research methods was employed, including comparative analysis, logical reasoning, synthesis, deduction, classification techniques, and sociological surveys. The empirical part of the study is supported by visualized data in the form of tables and charts, which illustrate the characteristics and effectiveness of various state approaches, stages of career guidance implementation, structural models of vocational education institutions, and the results of surveys conducted among target populations. Keywords: methods of improving the state activity, sustainable social development, shortage of personnel, vocational guidance of applicants.

Song Feng, Quan Zhou, Huijuan She

With the advent of the big data era, informatization and intelligence are gradually penetrating into every corner of society. As the main channel for cultivating skilled talents, vocational education faces unprecedented challenges and opportunities in terms of educational goals and teaching methods. Under this background, the vocational values of vocational college students not only have a great influence on their employment and career development, but also have the important relationship with the quality of education and the orientation of education and training of vocational colleges. This study is trying to understand the influencing factors of vocational values on the employment choices of vocational college students in the background of big data technology through research and development a questionnaire about vocational college students' vocational values. It provides novel ideas for vocational policies and vocational counseling and guidance services from the perspective of big data analysis. There are also significant differences towards vocational values among the vocational college students with different backgrounds, which again highlights the importance of individualized career guidance. On the one hand, such practice offers the theoretical basis for improvement and development of higher vocational education, and on the other hand, it has some reference value in practice for the education managers and employers.

A. A. Lyba, G. Y. Titova, A. Sereda et al.

This article presents the results of the state assignment of the Ministry of Education of the Russian Federation (project number: QZOY-2024-0013) on the topic "The study of the results and effects of career guidance practices with students and families" completed by a team of teachers and students of TSPU. The authors propose a solution to the problem of the lack of up-to-date information among schoolchildren and their parents about the opportunities for implementing specialized training and vocational education available in the region by creating an interactive map of the landscape of career guidance practices. The article describes the content of the sections of the landscape map of career guidance practices, the technology of the developers' activities for its creation (mapping algorithm) and further support, methodological techniques for its use by teachers and parents in career guidance work with schoolchildren. The landscape map of career guidance practices allows high school students to build and / or adjust their individual professional and educational route based on the visualization of the experience of organizations in the profiling of education and career guidance of students in the Tomsk region.

Wahid Hasyim

This study aims to explore how students can maximize self-determination to achieve clear career directions. The methodology of this study is designed to provide significant insights that can inform the development of more effective educational programs at the vocational level. The subject of the study was grade XII students at SMKN 1 Mantangai, selected through purposive sampling, with a sample of 20 students relevant to the study's focus. Data collection was carried out through observation and semi-structured interviews. The results show that students' career planning is influenced by their intrinsic motivation, self-reflection methods, and social support. This research provides a basis for designing more effective career guidance programs in vocational schools.

Dian Oktaviana, Budi Purwoko, Najlatun Naqiyah et al.

Career guidance programmes play an important role in preparing students for the world of work, especially in vocational education. This study aims to develop and test the feasibility of instruments that include validity and reliability of career guidance programme evaluation instruments using the framework Goal Attainment Scaling (GAS). The research method used is Research and Development (R&D), which involves the stages of needs analysis, instrument development, validation by experts, field trials, and instrument revision. The instruments developed included the GAS Scale, Interview and Focus Group Discussion (FGD), Activity Observation, and Participant Satisfaction Questionnaire. Validity Content Validity Index (CVI), significant Scale-CVI/Average (S-CVI/Ave) values in each instrument between 0.90-1 and Scale-CVI/Universal Agreement (S-CVI/UA) with values of 0.80-1. was analysed using the feasibility of the instrument is also supported in the trial results. The validity of the 0.580 - 0.808 and the range of reliability values of the entire instrument is 0.727-0.870instrument shows. The results showed that the instrument is relevant for evaluating the effectiveness of career guidance programmes. However, some revisions were made to improve clarity and applicability in the context of vocational education, including refinement of terminology as well as adjustments to industry needs. The implications of this study include strengthening outcome-based evaluation in vocational education as well as providing counsellors with a more objective measurement tool. Further recommendations include testing the instrument in various other vocational education contexts to ensure generalization of the results.

Hannah Owens Svennungsen, E. Prasolova-Førland, Marianna Pizzo et al.

Virtual Reality represents a promising career guidance tool, allowing young people to explore working life in an engaging and safe way. In this paper, we report a study that investigates the pedagogical potential of Virtual Reality in career guidance, how this technology contributes to the development of career learning skills, and how to integrate it in the daily operational practice of career guidance. We adopt a mixed-methods approach, combining qualitative interviews with counselors and quantitative evaluation data from clients at welfare centers. The findings indicate that Virtual Reality can foster engagement, reflection, and vocational orientation, particularly among youth with limited work experience. At the same time, the use of this technology and its long-term impact is shaped in a determinant way by systematic constraints such as adequate training, time, technical support, and managerial commitment. The paper contributes to current research by showing how virtual reality can enhance career guidance and offering practical recommendations for its effective integration into practice.

Maria Mitsa

This paper investigates how professional guidance and personalized CV development can enhance young people's employability. Through the examination of public and private training bodies, as well as European Union frameworks and Greek institutional structures, analyze key tools such as SWOT analysis, the role of formal and non-formal education, and vocational training. Particular emphasis is placed on the skill mismatch in the labor market and the initiatives undertaken by the European Commission and Greek authorities. These findings indicate that a combination of skills development, targeted counseling, and policy alignment is necessary for addressing youth unemployment.

Muhammad Rafli, Im Hambali, M. Muslihati

This study aims to analyze the relationship between career entrepreneurial self-efficacy and entrepreneurial intention among vocational high school students, as well as to identify factors supporting the development of entrepreneurship programs in vocational schools. The research method used a quantitative approach with a questionnaire adapted from the entrepreneurial intention and entrepreneurial self-efficacy scales, involving 276 vocational high school students in Malang City. Data were analyzed using descriptive statistical tests, confirmatory factor analysis (CFA), and Pearson correlation with the assistance of JASP and SPSS software. The results of the study indicate that vocational high school students have a fairly high level of entrepreneurial intention, with behavioral control perception as the most dominant aspect. Career entrepreneurial self-efficacy is also relatively high, particularly in human resource management and business planning. Correlation analysis revealed a significant positive relationship between career entrepreneurial self-efficacy and entrepreneurial intention, although other factors also influence this relationship. These findings emphasize the importance of strengthening students' self-confidence through integrated entrepreneurship programs, including financial literacy training, mentor guidance, and industry collaboration. This study recommends the development of a more comprehensive entrepreneurship learning model in vocational schools, considering affective aspects, practical skills, and ecosystem support to produce graduates who are ready to become entrepreneurs.