Career-related programs in school: a strategy for planning the process of students' career development

Document Type : Research Paper

Authors

1 PhD in Counseling, Department of Educational Sciences, University of Guilan, Guilan,Iran

2 Department of Psychology and Counseling, Farhangian University, Tehran, Iran

3 PhD Candidate in Counseling, Kharazmi University, Tehran, Iran.

4 Master of Career Counseling, Allameh Tabatabai University, Tehran, Iran

Abstract

Aim: The present study was conducted with the aim of investigating the role of the school system in planning the career development process of students. Methods: The research was a qualitative type of thematic analysis. The studied community included two groups: 1) documents,; 2) Specialists and experts in the field of school counseling and career counseling,.In the section of documents, using the purposeful sampling method and and pay attention to the entry criteria, 7 books and 14 related articles were used in the field of students' career development. 21 people (9 experts in the field of career and school counseling and 12 school counselors) were selected to participate in the research by using a purposive sampling method. The collected data were analyzed using the 6-step thematic analysis method of Braun and Clark . Results: Analysis of the content of books and articles led to the identification of 2 comprehensive themes; 4 organizing themes and 152 basic themes. The overarching themes were: " Career-related programs at school and national and macro actions” the themes of the organizer include "Establishment of a conscious system of vocational training; providing educational platforms and enriching career learning; Strategies related to the Ministry of Education; and promoting the culture of work and employment”. Conclusion: As a result, it can be said that facilitating the growth and career guidance of students is one of the ways to achieve integrated and all-round development, and it prepares them to enter the world of work and fill the skill gap

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References

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Journal of School Psychology
Volume 14, Issue 3
October 2025
Pages 27-15

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