Abstract
The analysis of multiple intelligences and professional competencies in the school guidance of adolescents is a vast and complex subject. This study addresses how various forms of intelligence, as defined by Gardner's theory of multiple intelligences, influence the development of professional competencies and the educational guidance of adolescents. The research examines how different types of intelligence - linguistic, logical-mathematical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist - contribute to the formation of competencies necessary for professional success. The study highlights the importance of a personalized education system that recognizes and values the diversity of adolescents' intelligences and competencies. It also discusses ways in which school guidance can be adapted to support each adolescent in exploring and developing their unique abilities and interests, thereby contributing to their preparation for a satisfying and aptitude-aligned career. The findings of this study offer significant insights for educators, school counselors, and education policymakers, underscoring the need to integrate the theory of multiple intelligences into school guidance strategies.
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