Formative educational potential of career guidance: From the perspective of the new generation

Introduction. In recent years, career guidance has become an integral part of formative education. However, it is advisable to consider the guidance of professional self-determination as an independent component, partly distancing itself from formative education. Analysis of students' ideas about the goals, objectives, content, methods, and forms of career guidance in the context of formative education makes it possible to compensate for the lack of knowledge about the formative education potential of career guidance. Aim. To problematise the potential for formative education of career guidance based on the analysis of the results of a study on the effectiveness of career guidance practices and resources for professional self-determination. Methods. This article presents the primary analysis of the generalised data of the first stage (May–June, 2022) of a survey conducted by the Interuniversity Research Group of representatives of The Herzen State Pedagogical University of Russia, The Federal Education Development Institute of the Russian Presidential Academy of National Economy and Public Administration, Moscow State Pedagogical University, Moscow City University, Russian State University of Oil and Gas named after I. M. Gubkin, South Ural State Humanitarian Pedagogical University, Kuzbass Regional Institute for the Development of Vocational Education. The survey involved 3,069 respondents—schoolchildren (about 80 %) and students of colleges and universities aged 14–22 from 62 regions of the Russian Federation. Results. The results of the study reflected the demand of a new generation to have an agency in professional self-determination, putting self-realisation and worthy remuneration as first priority when choosing a profession. The study also made it possible to determine the degree of influence of parents and the digital and external environment for choosing a professional future. Practical significance. The results of the study can be used in planning formative educational and career guidance activities, developing a variable model of effective career guidance practices for inclusion in career guidance programmes at the level of educational organisations and regions.