Socio-Professional Self-Determination of Students: Development of Innovative Approaches

1 Introduction

Today, youths are confronted with boundless opportunities in choosing their professional paths. Before them unfolds a vast world replete with diverse professional sectors, giving rise to exciting prospects but also unpredictable challenges (Wegemer & Eccles, 2019). Among these factors, one can consider the diversification of large-scale productions and the outsourcing of significant production functions to small firms, a critically significant increase in the share of intellectual developments in value creation, the formation of networked forms of co-organization in both public life and cultural communications, as well as in production activities, and the affirmation of the concept of human rights as a fundamental guide for sociopolitical and overall societal development (Bertrand, Mogstad, & Mountjoy, 2021). These enumerated factors have facilitated the emergence of a contemporary humanistic worldview, within which, in turn, the definitive formulation and widespread dissemination of the category of “self-determination” has occurred.

Self-determination in education inherently involves the construction of a student’s position, the development of an individual stance towards activities, and, overall, one’s life path; it requires the ability to act in a project-oriented manner (Landersø & Heckman, 2017; Popov, 2016). Professional self-determination, in contrast to the previously accepted approach of professional orientation, inherently involves the conscious construction by learners of their educational position and trajectory of advancement, concurrent with the development of corresponding competencies (Piatushkou, 2019). The youth are confronted with a world of high technologies, space discoveries, and changing economic realities. These possibilities broaden horizons also present a puzzle in decision-making (Averkov, Vishnevskaya, Glukhov, & Popov, 2022; Piesch, Gaspard, Parrisius, Wille, & Nagengast, 2020a).

The contemporary transformations not only reshape the dynamics of employment but also influence trends in the professional self-determination of today’s youth (Birkelund & van de Werfhorst, 2022). The COVID-19 pandemic has defined new trends in work practices. Remote and hybrid work models have become the norm, altering traditional approaches to work organization and team relationships. In this context, the adaptation of career guidance measures and youth support models may not fully align with these challenges (Hite & McDonald, 2020). Instead, there is a shift toward professional self-determination, characterized by the deliberate construction of one’s professional trajectory, taking into account the opportunities and constraints shaped by the socio-economic and sociocultural context (Popov & Ermakov, 2020). Individuals must be prepared for continuous learning and adaptation to technological innovations (Appelbaum, 2023).

The development of digital skills, flexibility, and the ability to adapt are becoming key factors in choosing a professional path. Many young people face challenges in accessing adequate and up-to-date information about various professions and their prospects. This can lead to a limited understanding of opportunities and the selection of a path that does not align with their interests and abilities (von Wachter, 2020). In addition, sociocultural stereotypes complicate the process of professional orientation. Traditional notions of which professions are suitable for women or men, or which fields are prestigious, can restrict the choice and personal development (Numonjonov, 2020). Furthermore, the diversity of paths can lead to indecision and stress. The inadequacy of the previous approach of “professional orientation” and simultaneously the weak methodological and technological support of the current approach to professional self-determination result in significant deficits in the selection of a preferred profession by adolescents and high school students (Afanasyev, Kunitsyna, & Nechaev, 2019; Bergmark, Lundström, Manderstedt, & Palo, 2018).

The implementation and management of innovations hold significant potential as a tool, alternative, or means for changes in career guidance (Cruess, Cruess, & Steinert, 2019; Shcherbakova et al., 2024). The establishment of effective mechanisms of informational support, such as online platforms and professional consultations, can ensure access to comprehensive and up-to-date information (Ng et al., 2017). The effective integration of flexible and innovative approaches to career guidance will contribute to minimizing the negative effects of digitization and interaction with digital tools. By encouraging individuals to explore various career paths, a space is created for the development of their potential and a deeper understanding of the specificity of their personality (Levels, Van der Velden, & Di Stasio, 2014).

2 Methods and Materials

2.1 Study Design

The study consisted of several stages. The research was conducted during the academic year 2023–2024. The phased model of the conducted experiment is presented in Figure 1.

Figure 1

Stages of the conducted research.

During the survey stages, respondents were interviewed regarding their professional readiness and determination in choosing a profession. The methodology by Chernyavskaya (2013) was employed for this purpose. In the context of the current experiment, the questionnaire was chosen because it is relatively new compared to older methods, and reliability measurements demonstrated favourable results. In addition, it is comprehensive, assessing five crucial factors influencing readiness for choosing a profession. The questionnaire consists of 99 questions with dichotomous response forms (yes or no). It is structured into five scales (Figure 2).

Figure 2

Questionnaire blocks.

Thus, each correct answer was assigned 1 point. The maximum score was 99. The grading of scores into three levels is as follows:

Low level – from 0 to 32 points

Medium level – from 33 to 65 points

High level – from 65 to 99 points

The survey lasted for 1 h and was conducted online using Google Forms.

The advantages of the methodology lie in its ability to provide an in-depth analysis of various aspects of professional readiness, its adaptability to an online format, its clear structure, and its well-defined evaluation criteria. However, the dichotomous response format may fail to capture the nuances of respondents’ opinions. In addition, the questionnaire requires a high level of motivation from respondents due to the extensive number of questions. Overall, the methodology facilitates a comprehensive understanding of young people’s readiness for professional decision-making and identifies strengths and weaknesses that can be considered when designing development programs.

At the next stage, an original program for professional self-determination was implemented within the experimental group. The program spanned 12 weeks, with 1 h sessions scheduled each week after regular classes. Each session focused on a specific aspect of youth professional self-determination. To develop the program, 20 instructors from Russian universities (educational, psychological, and philological faculties) were engaged. In addition, similar training programs on massive open online courses (MOOCs) at Coursera were analyzed. The module topics are outlined below:

• Self-perception and skills analysis: Examination of the fundamentals of identifying personal strengths, weaknesses, and skills that may influence the choice of a professional path.

• Exploration of the job market: Investigation of contemporary trends in the labour market, identification of popular and growing industries.

• Educational opportunities: Exploration of various post-school education paths, including higher education, technical schools, and professional courses.

• Professional communities and networks: Introduction to communities and online networks that can support students in their professional development.

• Technology in professions: Examination of the impact of technological innovations on various professional fields and a review of future trends.

• Jobs of the future: Study of new job trends and changes in the nature of work, such as remote work and flexible schedules.

• Practical experience: Acquisition of skills and experience through internships, practice, or work visits.

• University admission preparation: Consideration of requirements for university admission, selection of specialities, and document preparation.

• Psychological preparation: Development of stress management skills, adaptation, and support for mental health in career decision-making.

• Entrepreneurship and business creation: Study of entrepreneurship basics and opportunities for starting one’s own business.

• Specialized professional programs: Exploration of existing programs that can help acquire specific professional skills or qualifications.

• Professional self-organization: Development of self-organization, planning, and time management skills to achieve professional goals.

Throughout the sessions, practical training sessions were conducted on the use of specific digital tools. To accomplish these tasks, computer equipment, headphones, and so on were utilized. In addition, the work in modules involved interaction with applications or technologies. Specifically, job search websites, social networks (LinkedIn, etc.), artificial intelligence (ChatGPT, etc.), resume-building applications, Google Classroom, Microsoft tool suite, and MOOCs. The teaching process employed a variety of methods for group interaction, including brainstorming, business games, discussion, quizzes, free associations, colloquia, case studies, testing, brain rings, etc. The acquired tools and methods were tailored to the teaching needs of each proposed topic. Students also had four assignments related to preparing presentations or essays on assigned topics.

3 Results and Discussion

The initial survey revealed a sufficiently high level of professional readiness among respondents in both groups (Table 2). Based on the obtained results, it is evident that the mean values for both groups converge within the range of average professional readiness. The majority of unsatisfactory responses from all groups were concentrated on the following items:

B. 21 I will change jobs until I find what I need – 67%

B. 30. I am afraid of situations where I have to make decisions on my own – 88%

B. 70. I consciously strive to achieve set goals – 90%.

Specific questions fall under the categories of information, autonomy, and planning. In addition, respondents with a very positive level of responses are categorized under the emotional domain. This suggests that at this stage, students, while having some understanding of their interests and values, are uncertain about their decisions regarding professional activities. After the implementation of the author’s program and a subsequent round of measurements, the following results were obtained (Table 3).

The obtained results indicate an improvement in the examined metric within the experimental group (from 38.82 to 61.9). Overall, the least favourable values of the control group and the experimental group became less homogeneous. Representatives of the control group noted unsatisfactory responses in the categories of decision-making and awareness. Meanwhile, the highest number of such responses in the experimental group was observed at the level of question 12 (it has become a habit for me to think about what happened to me before) – 45% and 55 (emotions play a significant role in my assessment of professions) – 52%. The analysis of F values attests to a significant correlation of results between the two groups, indicating a shift in experimental values after the intervention. It is important to note that such an approach holds substantial relevance, considering that the next stage for graduates will be the selection of a more specialized educational institution, which will determine the trajectory of their future careers. Reinforcing the significance of this issue, it is noteworthy that the theoretical foundation upon which this article is based underscores the keen attention of scholars toward the professional self-determination of youth as one of the most influential factors impacting the professional success of future professionals. van Dorssen-Boog, van Vuuren, de Jong, and Veld (2021) confirm this in their study conducted within the medical field. They note that interconnected aspects of professional readiness determine several other indicators, including levels of self-control, work engagement, stress, and burnout. On the other hand, career identity plays a significant role in determining how career preparation actions influence markers of career progress. A strong belief in a special career calling, known as career calling, mitigates the mediating effect of career identity. This implies that the mediating effect of career identity is stronger for individuals with a strong career calling (Praskova, Creed, & Hood, 2015).

Moreover, it is essential to note that the unique differences among responses regarding components of professional identity highlight the importance of considering individual competencies. Taking a specific field, such as agriculture, into account, research demonstrates that despite analyzing professional self-determination, students with strong professional skills in agriculture are more likely to succeed in a career in this field. In addition, they typically derive more satisfaction from their work, attain higher salary levels, and demonstrate greater productivity (Gilyano & Tkach, 2021). Therefore, when developing interventions, targeting higher education should also be considered. Individuals with academic education have a higher likelihood of employment and earning more compared to those with vocational–technical education. However, this gap diminishes with age. Individuals with vocational–technical education are more likely to continue working in middle age compared to those with academic education (Brunello & Rocco, 2017). This suggests the importance of a comprehensive and prolonged approach to self-determination. It might be worthwhile to assess the effectiveness of the current innovative program for long-term engagement. This is also a viable direction for potential research as there is a risk of exacerbating disparities between technological tools or habituation.

Significant shifts in the data of the experimental group are also underscored by the ANOVA (Table 4). The positive dynamics of the dependent variable resulting from the implementation of the model attests to the effectiveness of the current program in the context of developing professional self-determination among the experimental group of students. The observed changes are substantiated by significant differences in the F value compared to the critical value (more than 27 times greater). Thus, we observe the rejection of the null hypothesis within the framework of this study. Consequently, it can be asserted that the current model for improving professional self-determination will enhance the professional readiness of the graduates.

The developed program, in the context of this article, demonstrated positive shifts toward professional self-determination. However, these changes were not universal, as the majority of respondents remained at a high approaching level. There is a range of evidence and factors influencing significant improvement in this indicator, which may be associated with the duration of the course, the specificity of the sample, and the program’s structure. These arguments are supported by the research of Andersen and Hjortskov (2022), who, in addition to the course duration, emphasize the importance of controlling social status and friends’ opinions on matters of professional self-determination. An independent circle of individuals may push them toward forming subjective opinions conflicting with their inner aspirations. In addition, teenagers may influence their friends’ expectations, feeling pressured to choose an education that aligns with their friends’ expectations. Furthermore, the familial environment remains significant in career choice matters. Piesch et al. (2020b) concluded that parental intervention is a promising approach to assisting parents in supporting their children’s professional orientation. They suggest that future research should focus on replicating research results and developing interventions effective in improving adolescents’ career-planning behaviour. Considering the specifics of this study, it should be noted that a potential limitation is the lack of control over the influence of external factors mentioned above on the expected outcome. This could be a significant area for further research.

Considering the use of innovative methods in professional education, it is noteworthy to mention their demonstrable effectiveness in the broader educational landscape. These methods can be beneficial for professionals in various industries, particularly those working in high-risk or time-constrained environments. The structure of secondary education in Russia comprises three levels: primary (grades 1–4), middle (grades 5–9), and upper (grades 10–11). The eleventh grade serves as the final stage before university admission. In upper grades, significant emphasis is placed on preparing for the Unified State Exam, which is a mandatory requirement for university entry. The implementation of the program demonstrated a positive impact on the development of professional self-determination within the experimental group. The results are significant within the context of School No. 1536 but are limited in generalizability to other schools due to contextual specificities. For instance, this school is a state institution located in the capital and benefits from high resource availability. To assess the program’s generalizability, it would be advisable to conduct similar studies in schools from other regions, including rural areas. In the study by Numonjonov (2020), there is a significant potential for the implementation of innovative career guidance training. This particularly applies to blended learning, gamification, simulation-based training, and similar approaches. The developed training within the context of the current study incorporates research and interaction with digital tools such as AI, MOOCs, etc. Testing the alternative hypothesis provides evidence for the effectiveness of using these methods in activating the professional self-determination of high school graduates. However, there is a shortage of similar research, highlighting the substantial potential for further exploration in this field.

Furthermore, the analysis of the presented positions indicates insufficient attention from researchers toward this sphere, including considering the high volatility of the labour market in the face of global challenges. Inadequate integration of innovative approaches to professional self-determination contributes to the insufficient awareness of future professionals. In addition, it is worth noting the negative consequences of using certain resources for youth, distorting their perceptions of their skills and professional tendencies (Gilyano & Tkach, 2021). Individuals are motivated to develop their professional self-determination to control their careers, feel competent, and contribute to the world. Developing professional self-determination can lead to greater professional satisfaction, success, and fulfilment (Gilyano & Tkach, 2021). In this regard, the development of an effective program significantly contributes to shaping the professional self-determination of youth, as evidenced by examples in Russian schools (Alexander, 2023; Bodrova et al., 2023).

4 Conclusions

The results of the study enable the identification of the impact of an innovative model for the development of professional self-determination on the professional readiness of senior high school students. Eighty-eight graduates from the General Education Institution in Moscow, School No. 1536, participated in the experiment and were divided into two groups: the control group and the experimental group. Both groups were surveyed regarding their professional readiness using the methodology developed by A.P. Chernyavskaya. The participants in the author’s module were a selective group of educators from the experimental group. The findings of this research point to the significant contribution of the innovative model for the development of professional self-determination in enhancing the professional readiness of graduates. The use of digital tools in the experiment underscores the effectiveness of modern technologies in implementing such programs.

These results not only demonstrate a positive dynamic of changes after the implementation of the module but also indicate the potential for further extending the duration of the program or introducing new thematic modules. In particular, it was identified that the enhancement of graduates’ professional readiness occurs at the level of critical thinking (p = 5.83), highlighting the importance of innovations in the context of developing this aspect.

Among other important findings, it is worth noting the enhancement of the survey’s informativeness and decision-making capabilities. It has been established that the model effectively increases students’ awareness and facilitates their ability to make informed decisions. This could serve as a basis for further initiatives and the development of corresponding program components to enhance effectiveness and purpose. Overall, the obtained results indicate significant potential and promise in using the innovative model in the development of students’ professional self-determination, providing insights into its further development and refinement.

The contribution of this article lies in the comprehensive application of various technological tools aimed at improving students’ professional self-awareness. The article provides a substantial basis for similar implementation of the developed model, which has been experimentally proven effective, or for the development of a more tailored course, considering the specific needs of a particular educational institution or region. In addition, the evolvement of individual components of self-determination after the program implementation is of interest. Our research expands the scope of influence on professional readiness and adds arguments in favour of integrating technologies into the educational process.

In general, future researchers may find it interesting to determine the correlation between individual technologies and components of professional self-awareness. In addition, exploring working with smaller groups of students on issues of professional self-awareness or investigating external factors and their influence on professional decisions could be fruitful avenues of research. Thus, research could be expanded towards reconstructing fundamental situations of students’ professional self-determination or other innovative programs aimed at improving career guidance.