| Abstract [eng] |
Recent research has revealed that an unfavorable social, economic, and cultural (hereinafter – SEC) environment significantly influences pupils’ pursuit of career goals, their understanding of professional opportunities. It manifests through limited access to various resources. Most studies indicate that pupils from disadvantaged SEC backgrounds experience social and behavioural challenges more frequently, and their academic performance is generally lower than their peers. Children of parents without higher education are less likely to achieve their career goals, lack motivation to pursue higher education, and tend to start working in unskilled jobs at an early age. Although career education has recently gained increased attention and is undergoing continuous improvement, it still lacks coherence, evidence of effectiveness, and its quality and scope often vary depending on students’ social status. Compared to their more privileged peers, pupils from disadvantaged SEC backgrounds receive less support and fewer resources, which limits their awareness of further educational and career opportunities and exacerbates social disparities. Despite growing attention to the impact of environmental disadvantage on pupils’ career development, there is a lack of research addressing the career education needs and strategies for 5–6 grade pupils from disadvantaged SEC backgrounds. To better address the needs of this student group, it is crucial to identify which career education strategies and methods are most effective. This study seeks to answer three research questions: 1) What challenges related to career education do 5–6 grade pupils from disadvantaged SEC backgrounds face? 2) What are the specific career education needs of these pupils? 3) How do career professionals perceive the opportunities and strategies for supporting career development among pupils in grades 5–6 from disadvantaged SEC backgrounds? The object of this study is the career education of pupils in grades 5–6 from disadvantaged SEC environments. The aim is to reveal the characteristics of career education for this group of pupils. The objectives are: 1) to theoretically substantiate a model for career education for pupils in grades 5–6 from disadvantaged SEC backgrounds; 2) to justify the research methodology; 3) to identify the needs and possibilities of career education for these pupils. A qualitative research strategy was employed, using semi-structured interviews. Purposive and snowball sampling strategies were used to select participants. The research involved 10 career professionals and eight pupils who met the study’s criteria. The findings revealed that, according to career professionals, pupils in grades 5–6 from disadvantaged SEC backgrounds have specific needs, including personalized attention and support, emotional safety, trust in the career counsellor, individual consultations, and a welcoming environment. There was also a notable need for recognition, validation, and exposure to positive role models. Pupils highlighted the importance of more frequent and engaging career-related activities, playful and interest-based practical sessions, and personal conversations about future careers. Addressing these needs requires the application of strategies and methods that foster interest and engagement while mitigating the challenges imposed by an unfavorable SEC environment. Both pupils and career professionals emphasized the importance of playful and interactive activities, group work, educational trips, and meetings with inspiring individuals. However, differing opinions emerged regarding the effectiveness of individual consultations: while professionals viewed them as particularly effective, pupils preferred small group interactions. Both groups agreed that maintaining motivation, encouraging parental involvement, and providing opportunities for participation in non-formal activities were valuable forms of additional support. Furthermore, the study identified key challenges career professionals face, such as heavy workloads, limited time, and a lack of collaboration with parents and teachers. These constraints often result in simplified, less individualized approaches to career education. Career professionals’ ability to support pupils from disadvantaged SEC environments is further limited by insufficient training, a lack of methodological resources, and the absence of targeted professional development programs. |
