Career Awareness Research Articles

유아교육 전공 체험 학습을 통한 고교생의 진로 인식 탐색

Purpose: This study was conducted to explore high school students’ career and major recognition through major experiential learning.
 Methods: S high school students who participated in an “Open University” program at C university in Chungcheongnamdo were targeted. Participants were asked to write a journal about their departmental and major experiential learning. The collected data were categorized, and content analysis wasconducted.
 Results: First, the high school students who participated in the major experiential learning expressed both astonishment and perplexity while re-evaluating Childhood Education. Second, high school students who participated in the study examined their propensities and careers in earnest. Although Childhood Education was not their current desired career path, students discovered their interests and the recognition that it could fit with their individual propensities emerged. Furthermore, student sreflected on their past inappropriate discipline and education in Physical Education classes and recognized the value and importance of appropriate movement education.
 Conclusion: First, opportunities for experiential majors linked to high schools and universities should be continuously provided to help high school students. Second, to develop high school students' career awareness, confidence enhancement and appropriate guidance at school are required.

문화예술대학 신입생의 대학적응 및 진로탐색을 위한 교양 교과목 개발

The purpose of this study is to develop a liberal arts course for freshmen in College of Culture and Arts which facilitates their adaptation to college and promotes career awareness. The study was based on literature reviews and analysis of the existing career course for freshmen at other universities in Korea. In addition, learning objects was determined by subject analysis of current career-related programs and IPA Matrix analysis of survey response data from the first-year students. After we developed a 15-week lesson plan through the process of specification of performance goals, content structure, and evaluation tool design, we implemented it for new students in the spring semester of 2023. The result shows the effectiveness of the career course for freshmen evidenced by students’ positive adaptation to college, major satisfaction, self leadership, learning outcomes. Hence, we discussed the implications of improvement strategies for the new student career course from the teaching and learning perspective.

'Is there value for us in agriculture?' A case study of youth participation in agricultural value chains in KwaZulu-Natal, South Africa.

Developing countries in Africa face an unemployment crisis, with many unemployed youth. Agriculture has been identified as a strategic sector for employment creation targeted at youth, including those who may not have agriculture-related qualifications. However, various challenges limit the effectiveness of youth participation in the agriculture value chain. The study aimed to (i) determine youth awareness of agricultural value-chain opportunities, (ii) determine their perception of their role in the value chain, (iii) determine their perception of agricultural programs targeting youth and their opinions on who is responsible for attracting youth into agriculture and, (iv) to characterise the dynamics of youth empowerment in agriculture. Data was collected using focus group discussions and an online survey and analysed using SPSS and NVivo. Poor knowledge, low levels of awareness of agricultural value-chain activities and careers, and not meeting the minimum requirements for employment in processing and retail businesses were identified as key challenges. Most youth were interested in non-primary activities such as agro-processing, which are less labour-intensive and have a quicker return on investment than agricultural production. However, support services and programs for promoting youth participation in agriculture mainly focus on primary activities, signifying a mismatch between youth aspirations and current support. Understanding youth aspirations, perceptions and dynamics underpinning youth empowerment and participation in value chains is critical for promoting participation and formulating relevant and responsive policies. Additionally, improving access to information and building awareness of agricultural value chains is crucial in reducing barriers to entry. Policymakers should integrate agriculture and food systems knowledge into the primary education curriculum to promote youth awareness and evoke interest in agri-food system careers at an early age.

Students Career Awareness: the Effect of Classical Guidance by using Blended Learning Model

This research is motivated by the existence of students who have career awareness problems that are not good, good enough, and good; because of the lack of knowledge about the potential of students, career awareness will be obtained through the learning process at school and in the surrounding environment, when researchers make observations in class, researchers find symptoms such as some students still cannot think about what the student did after graduating from school, some students do not know any jobs that are suitable for them, students who do not understand information about careers or further studies, and some students determine their careers from the invitation of their friends. This study aims to analyze the effect of the Classical Guidance Model Blended learning on students' Career awareness. The type of research used in this study is quantitative with experimental methods. The kind of design used in this study is a preexperimental design with the research design used, namely one group pre-test-posttestThis research is motivated by the existence of students who have career awareness problems that are not good, good enough, and good; because of the lack of knowledge about the potential of students, career awareness will be obtained through the learning process at school and in the surrounding environment, when researchers make observations in class, researchers find symptoms such as some students still cannot think about what the student did after graduating from school, some students do not know any jobs that are suitable for them, students who do not understand information about careers or further studies, and some students determine their careers from the invitation of their friends. This study aims to analyze the effect of the Classical Guidance Model Blended learning on students' Career awareness. The type of research used in this study is quantitative with experimental methods. The kind of design used in this study is a preexperimental design with the research design used, namely one group pre-test-posttest design; the sample used in this study was as many as 20 students from class XI Social Studies 1 SMA Negeri 2 Sungai Tarab who had career awareness on the criteria are not good, the requirements are good enough, and the requirements are reasonable. The results stated that classical guidance using the Blended learning model affected increasing students' low career awareness. The data processing results showed that the standard deviation value obtained before following classical guidance with the Blended learning model was 1,652. After following classical guidance with the Blended learning model, it increased to 2,135. Based on the results of the "Test Statistic" output above, the value of Asymp. Sig is known. i.e. 0.000. Because the value of 0.000 < 0.05, Ha was accepted and Ho was rejected, meaning that there was an increase in students' career awareness after getting treatment; in other words, classical guidance with a blended learning model affected students' career awareness in class XI at Sungai Tarab State High Schooldesign; the sample used in this study was as many as 20 students from class XI Social Studies 1 SMA Negeri 2 Sungai Tarab who had career awareness on the criteria are not good, the requirements are good enough, and the requirements are reasonable. The results stated that classical guidance using the Blended learning model affected increasing students' low career awareness. The data processing results showed that the standard deviation value obtained before following classical guidance with the Blended learning model was 1,652. After following classical guidance with the Blended learning model, it increased to 2,135. Based on the results of the "Test Statistic" output above, the value of Asymp. Sig is known. i.e. 0.000. Because the value of 0.000 < 0.05, Ha was accepted and Ho was rejected, meaning that there was an increase in students' career awareness after getting treatment; in other words, classical guidance with a blended learning model affected students' career awareness in class XI at Sungai Tarab State High School

Deciphering Kyrgyz science and mathematics teachers’ STEM teaching readiness

This study explored the interdependence of knowledge-base in teaching, STEM career awareness, teaching efficacy, attitudes, and STEM teaching readiness. Using a Likert-scale instrument adapted from literature, 367 public high school science and mathematics teachers from Osh and Naryn regions participated in the study. Partial least squares-structural equation modeling using SmartPLS revealed that STEM teaching readiness could be predicted by knowledge-base in teaching and STEM career awareness, and teaching efficacy and attitudes can be predicted by knowledge base in teaching. Teaching efficacy and attitudes did not have a significant direct effect on STEM teaching readiness, nor a mediating effect between knowledge-base in teaching and STEM teaching readiness and between STEM career awareness and STEM teaching readiness. The hypothesized model may inform relevant policy-making bodies and can be used in developing and implementing a locally-relevant and context-specific STEM professional development for science and mathematics teachers.

Family Determinants of Career Awareness among Students in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya

Family Determinants of Career Awareness among Students in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya

School determinants and career awareness among students in public secondary schools in Meru-south Sub-county, Tharaka Nithi County, Kenya

The aim of this study was to investigate the influence of school determinants on career awareness among students in public secondary schools in Meru South Sub County. Career awareness is a sign of one's level of democracy and personal freedom in determining their professional development. Uncertainty drives students towards making wrong career choices and, as a result, feel frustrated at a job they had never wished for. Despite the schools having career teachers and Kenya Universities and Colleges Central Placement Service (KUCCPS) providing career guidance, students portray unawareness on career matters. A descriptive survey research design was employed for the study. A sample size of 368 respondents comprising of 12 deans of studies, 12 guidance and counselling teachers,12 form three and 12 form four parents' representatives, 8 principals and 312 form three and four students participated in the study. The study established that school determinants had an influence on the student's career awareness, especially on career information. The subjects’ combination, school career days, and the status of the school (National, Extra-County and County) were found to have a great influence on career awareness. The schools, however, did not embark on serious career education, and the teachers failed to guide the students on careers or offer career alternatives. The schools should set mentorship days and career weeks to sensitise students on emerging issues in the career world and options available in accordance with their academic performance and achievement.

Examining the effect of the future readiness psychoeducation program on gifted students' career decision-making competencies and future expectations

There is a great need for intervention programs related to career studies in today's world where the importance of career studies is increasing day by day. Gifted children also feel necessary to career guidance more due to many factors such as their special talents, multi-potentials and early career awareness. The purpose of this study is to examine the effect of the "Turkish Science and Art Centers (SAC) Future Readiness Psychoeducation Program" developed for gifted middle school students who also continuing education in SAC. The aims of program are increasing career awareness, decreasing career decision making difficulties and effecting positively to future expectations. Thirty-two 7th grade students who were identified as gifted in Kilis province participated in the study. The study was designed in a pre-test post-test one-group quasi-experimental design. The data were analyzed using Mann Whitney U and Wilcoxon Signed Ranks Test from non-parametric techniques according to group structure. Career Decision Difficulties Scale (CDDS), Adolescent Future Expectations Scale (FESA) and program evaluation form were used as data collection tools. When the results of the study were evaluated, it was seen that the career development program prepared for gifted students reduced their career decision-making difficulties and positively affected their future expectations. It was observed that gifted female students had higher career decision-making difficulties than male students, while there was no significant difference in terms of future expectations. When the evaluation form data and opinions of the participants were examined, it was seen that the satisfaction with the program was high, the activities could be enriched in terms of practice, and it would be more beneficial to spread the activities over a wider period of time and implement them as a single activity in each session.

Applying a model of integrated STEM teacher identity to understand change in elementary teachers' STEM self‐efficacy and career awareness

AbstractThis sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze teacher artifacts from a graduate STEM education course for in‐service teachers (n = 23). This model captures the complexity of integrating STEM in elementary classrooms as an intertwining of professional teacher identity and STEM learning identity. Increases in participating teachers' self‐efficacy and STEM career awareness motivated the research team to look for explanatory qualitative evidence in teacher reflections. Analysis using the nine dimensions of the model elicited robust evidence of professional teacher identity (teaching interest, self‐efficacy, motivation, self‐image, and task perception) and limited evidence of STEM learner identity (competence, performance, recognition, and content interest) in teachers' identity statements. Changes in self‐efficacy and STEM career awareness were associated with only three of nine identity dimensions. Application of this model of integrated STEM teacher identity can provide a deeper understanding of teacher readiness to engage elementary students in authentic problem solving. Findings indicate that purposeful prompting of reflection in STEM teacher education informed by the model may support the cultivation of integrated STEM teacher identities.

A focus on ocean acoustics education

The clear need for ocean acoustics education led to two initiatives in 2023. In January, the U.S. National Academy of Sciences (NAS) formed a committee to research the state of ocean acoustics education in the country and determine needs and opportunities for the discipline. In May, the theme of the fifth Global Ocean Science Education (GOSE) Workshop was ocean acoustics. The workshop brought together 70 participants from a dozen countries. These delegates, representing the research, business, policy, and education sectors, shared their knowledge on a suite of key topics in underwater acoustics and education. Delegates discussed the importance of integrating ocean acoustics into ocean education and ocean literacy initiatives, workforce development through an ocean acoustics microcredentials program, and addressing the needs of the global ocean acoustics community. The needs identified during the NAS study and the GOSE Workshop include the imperative to raise awareness of careers in ocean acoustics in pre-collegeeducation, as well as undergraduate education, more opportunities for training at the technician level, and easy to access educational resources, such as those found on the Discovery of Sound in the Sea website (www.dosits.org). Recommendations from the NAS study and the GOSE Workshop will be shared during this presentation.

Measuring STEM Career Awareness and Interest in Middle Childhood STEM Learners: Validation of the STEM Future-Career Interest Survey (STEM Future-CIS)

Measuring STEM Career Awareness and Interest in Middle Childhood STEM Learners: Validation of the STEM Future-Career Interest Survey (STEM Future-CIS)

Exploring the career development issues of young musicians through participation in music festivals: A case study of the Youth Music Culture Guangdong Festival

Previous studies have highlighted that emerging musicians have a narrow understanding of their future careers due to the limitations of university education and therefore encourage them to engage in extra-curricular spaces such as music festivals. However, much research has focused on the external impacts of music festivals, neglecting its core stakeholders of participating musicians, especially the younger generation. This study, therefore, examines the impacts of participating in music festivals on the career awareness, employability and career development of young musicians by using a case study of the Youth Music Culture Guangdong (YMCG) festival in Guangzhou, China. The data collected from interviews with three festival organisers and eight participating young musicians were analysed through thematic analysis. The results reveal that the music festival has impacted young musicians’ careers in terms of stimulating creativity, motivating working passion, building transferable skills and expanding sustainable networks, horizons and industrial understandings. The multiple impacts of festival participation contribute to developing a learner identity, which was described by previous research as the key to young musicians’ careers in such a precarious industry. Different from university contexts, music festivals provide a more diverse, inclusive and uncompetitive environment for young musicians to explore the possibilities of the music industry.

Perceived employability and career readiness among STEM students: does gender matter?

ABSTRACT Gender equity is an area of concern within STEM, where women are underrepresented in education and career roles. Increasing the representation of women in STEM and removing negative gender stereotypes are necessary actions, both of which can be fostered during formal education through employability initiatives and in the workplace. This study focused on the university setting and explores the perceived employability beliefs of students in STEM (including medicine), particularly their career identity and commitment, learning mindset, awareness of career and how their learning relates to their future career. The 12,708 student responses to an online questionnaire illustrate significant gendered differences in employability beliefs. Female students in STEM have significantly higher confidence in career identity and commitment, and relevance of learning compared to males, although they feel less confident in their reconsideration of career commitment and occupational mobility. In comparison to non-STEM students, women in STEM report higher confidence in career identity and commitment, reconsideration of career commitment, willingness and ability to learn, relevance of learning, career exploration and awareness and occupational mobility. Employability interventions are needed within the STEM educational context to promote long-term equal opportunities for all genders in the workplace.

Factors affecting the attraction of women to technical mining positions in South Africa

Orientation: Since the advent of democracy, various laws and policies have been enacted to redress past inequalities concerning women’s inclusion in mining.Research purpose: The study aimed to investigate factors influencing women’s attraction to technical positions in the South African mining industry and to also uncover what could be done to encourage their successful participation in the industry.Motivation for the study: Despite the availability of opportunities in the mining industry, women’s occupancy of technical positions is moving at a snail’s pace.Research approach/design and method: The research was conducted using a convergent parallel mixed-methods research design, with a sample consisting of women in technical mining positions and employer representatives.Main findings: The exploratory factor analysis identified four factors as important for attracting women to technical mining positions. These were application and development value, interest value, economic value and social value. The qualitative findings revealed that the following barriers affect the inclusion of women in mining: the lack of career awareness of mining-related qualifications; the notion that mining jobs are physically demanding for women; work-life balance issues and a workplace culture in mining that is perceived as unwelcoming to women.Practical/managerial implications: This research is significant in that it provides employers and human resource managers with information about factors affecting the attraction of women to technical positions in South Africa’s mining industry and globally.Contribution/value-add: This study contributes to the body of knowledge on women in mining, generally, and the factors attracting women to technical mining positions, specifically.

A multimodal educational approach to non-practice-based pharmacy careers

Background: Pharmacy students have little exposure to non-practice-based (NPB) careers. However, their education prepares them for a wide array of NBP career opportunities. This work describes a multimodal approach to exposing students to careers in the pharmacy industry. Methods: This study assessed the impact of a multimodal approach to increasing awareness and understanding of NPB pharmacy careers within the PharmD curriculum. Students were surveyed before and after exposure to an elective course titled Pharmacists Roles in Drug Development (PRDD) that included a Value of Industry Pharmacist (VIP) competition and a seminar series about their knowledge, attitudes, and career interests. Results: The response rate was 39% (16/41) for students enrolled in the PRDD course and 20% (5/21) for those participating in the VIP competition but not the course. Interest in pursuing a career in industry pharmacy increased significantly after the course (p=0.018) from 39% to 56%. Self-perceived knowledge of careers in industry pharmacy increased significantly (p=0.0003) after the course. Students were extremely likely (50%), somewhat likely (17%), neutral (28%), or extremely unlikely (5%) to recommend the course to a fellow student. Also, the seminar series contributed to significantly increasing knowledge levels (p=0.001), with 20% of students reporting very high or high baseline knowledge that exceeded 60%, indicating very high or high knowledge after the seminar. Conclusion: In the current study, students showed a significant increase in interest and knowledge levels in industry pharmacy careers after participating in the course and seminar series, indicating that the methods employed in this multimodal approach were effective in educating students on alternative career pathways and piquing their interest in these pathways.

21st-century Skills as Predictors of Pre-Service Teachers' Professional Qualifications: A Cross-Sectional Study

This study aimed to determine the impact of teacher candidates' 21st-century skills on their professional competence by controlling for gender, grade level, and income status. 380 teacher candidates from different classes and departments were selected to participate in the study. The data obtained using the Multidimensional 21st-Century Skills and Professional Competence Scales were analyzed using the structural equation modeling method. The results indicate that teacher candidates' 21st-century skills positively affect their professional competence when controlling for gender, grade level, and income status. These findings highlight the importance of teacher candidates acquiring 21st-century skills such as using information technologies to create modern learning environments, critical thinking, problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career awareness. It is concluded that teacher education programs should be redesigned to support teacher candidates in acquiring 21st-century skills and enhancing their professional competence

Reducing health inequalities through skills training, support and removing barriers to employment

Objective: This paper reports on a programme which sought to engage individuals and groups who are underrepresented in the UK labour market. The programme aimed to improve access to employment opportunities and provide practical support in job applications. The focus was on encouraging people to seek employment in the health and social care sectors and on tackling health inequalities in the region. Design: Qualitative inquiry. Setting: Leeds, UK. Method: Using focus groups and interviews, this paper explores key learning from the programme and the experience of programme delivery, both from the perspective of the professionals working on the programme and the individuals participating. Results: A coordinated strategic partnership in which key agencies share a common purpose is critical. The value of a localised strategy to engage communities is an important mechanism for success. Working closely with schools and businesses provides opportunities to access individuals who might usually find employment services difficult to access. The programme examined here sought to put people’s aspirations at the heart of delivery, offering choice and tailored opportunities to develop their careers. This could include developing specific skills or raising awareness of potential careers. The programme also promoted opportunities by removing barriers in the job application process. A range of positive health outcomes were reported for participants engaging in the programme that require further exploration. Conclusion: Meaningful employment is an important health determinant, but some communities face barriers to employment and consequently find the labour market difficult to access. Findings suggest a range of ways to engage people in finding meaningful employment and support.

148 Experiential learning influences student perspectives on career aspirations, industry networking, and soft skill development

Equine industry internship and career options are diverse and can prove difficult for college students to navigate when entering the workforce. An equine industry course, with classroom and experiential learning trip components, was developed to expand educational and networking opportunities provided in traditional animal science curriculum. The objective of this study was to determine how course participation influenced future career aspirations, willingness to relocate for employment, and soft skill development. Students (n = 24) from the University of TN (n = 20) and IL State University (n = 4) participated in an 8 d experiential learning trip which contained 17 individual stops across industry, reproduction, nutrition, agritourism and manufacturing locations in TN, OK and TX. Pre- and post-trip surveys were conducted (Qualtrics) to assess prior experience with equids, career aspirations, personal, professional skills and knowledge learned from the trip. Soft skill abilities, willingness to travel, and knowledge gained were assessed on a 5 point Likert scale. Career aspirations, involvement in the equine industry and skills developed post-trip were open ended questions analyzed manually where the number of similar answers were counted. Data were assessed for descriptive statistics using StataSE 17. Most students (62.50%, n = 15) were previously involved in the equine industry and/or equids for more than 5 years, were animalscience majors (87.50%, n = 21), and were raised in rural/on-farm communities (54.20%, n = 13). Post-trip 58.33% (n = 14), of respondents changed career aspirations including but not limited to nutritionist, barn manager, reproductive specialist, and equine veterinarian. Post-trip students indicated they have gained more knowledge of internships (87.50%, n = 21), awareness of careers (95.83%, n = 23), value of equi-tourism (83.33%, n = 20) and overall additional knowledge of equine gained (83.33%, n = 20). Open ended questions indicated students developed professionally, with skills including networking (25.00%, n = 6), importance of connections (20.83%, n = 5), and knowledge of new career opportunities (37.50%, n = 9). Students gained social skills (12.50%, n = 3), communication skills (8.33%, n = 2), confidence (41.67%, n = 10) and expanded personal comfort zones (29.17%, n = 7). The industry trip enhanced student knowledge, experience, and soft skills that would have otherwise been inaccessible in a traditional course setting. Additional assessment should be conducted to quantify the benefit of experience-based learning in career aspirations and developing marketable skills.

Engineering Design and Children: A Systematic Literature Review

Over the last two decades, a remarkable number of studies have examined the role of engineering education in supporting knowledge and skill building among children. In this paper, we present a synthesis of this literature to evaluate the added value of pre-college engineering design experiences at the elementary level, and ways researchers have gathered evidence of children’s development of this knowledge and skills. We have conducted a systematic literature review. The initial search across four different databases with relevant keywords resulted in over 3000 journal articles and conference papers. In a two-rounds screening, by applying the inclusion criteria first to titles and abstracts, and then to the full text, 78 peer-reviewed publications were included in this systematic literature review. We summarized and synthesized empirical evidence of student learning and engagement in engineering design activities, and approaches they were assessed and elicited. The thematic analysis revealed five categories of knowledge and skills: (1) disciplinary content knowledge; (2) engineering design practices, (3) engineering thinking skills; (4) professional skills; and (5) career awareness. Additionally, the assessment and evaluation approaches that were used for each of these categories were identified and discussed. The findings provide collective evidence of variety in student learning opportunities but also suggest the need to carefully define these knowledge and skills. Since a wide range of evaluation approaches were used to capture similar outcomes, we conclude that it is imperative to develop a shared research agenda by carefully defining the knowledge and skills we expect children to learn.

Bimbingan dan Konseling Karir Di PAUD

This research was conducted as an effort to find out the implementation of guidance and counseling, especially in the field of early childhood career guidance and counseling in PAUD. This is based on the importance of implementing career guidance and counseling in early childhood education units, which are intended to direct children so they can achieve their career awareness. The subjects involved in this study were teachers and students of PAUD Al Ihya Tasikmalaya City. The things studied in this study are the implementation of career guidance at PAUD Al Ihya Tasikmalaya City. The focus of the study is described in a number of questions as follows: 1) how is the guidance and counseling process particularly related to careers for early childhood at PAUD Al Ihya Tasikmalaya City?, 2) in the implementation of career counseling guidance for early childhood at PAUD Al Ihya Tasikmalaya City, using what media?; in this study using a qualitative approach in research activities. Data and information collection techniques are carried out through observation, interviews and documentation. Based on the results of qualitative data analysis, it shows that the implementation of career guidance at PAUD Al Ihya Tasikmalaya City can be said to have been carried out, but it needs development so that it can measure the ability of knowledge about careers, in the use of media, the media used is appropriate and according to standards, so the aim is to grow Career awareness in early childhood runs optimally.