Challenges of Career Self-Determination among Contemporary Russian Adolescents
Abstract
The article outlines key issues in the career self-determination of Russian schoolchildren and identifies potential root causes behind these problems. It provides an analysis of the sociocultural context and the current state of models supporting adolescents’ career self-determination. The identification of problems was based on a biparadigmatic approach combining qualitative and quantitative research methods. The leading qualitative approach applied is phenomenology, which makes it possible to trace the feelings and experiences of both teachers and students. Core characteristics of the concept of “career self-determination” are identified through content analysis. The article also analyzes stereotypical practices of career guidance currently observed in schools, using methods of theoretical literature analysis, analysis of innovative practices, educational institution websites, and focus group interviews.
The study explores the difficulties faced by adolescents in their career self-determination using a proprietary pedagogical diagnostic tool — the “Career Self-Determination Guitar.” It also examines perceptions of teachers and students regarding the challenges of school career guidance, using a wide-scale online survey.
The identified difficulties are primarily associated with the insufficient support provided to students in their self-knowledge and self-assessment. One of the key reasons lies in the dominance of the “external model” of career guidance in educational practice, which ignores internal school traditions and routines. The article emphasizes the need to rethink the role of personalized pedagogical support that considers the individual characteristics of both the student and the teacher, as well as the specific educational context. Based on the findings, the authors conclude with an analysis of the causes of the current situation and propose one possible solution.
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