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<p>Career orientation in schools is characterized by great heterogeneity between students’ learning and development levels, which presents teachers with the challenge of diagnosing their learning needs individually. Although counseling theories such as the System Theory Framework emphasize the importance of needs-based diagnostics, there is a&#xa0;lack of formal diagnostic criteria for orientation needs. This study systematically explores the needs of students in grades&#xa0;8 to&#xa0;12 from the perspective of experts and develops an empirically based category system for career guidance.</p><p>Thirty-one career guidance experts were interviewed using semi-structured guided interviews. The data was analysed using grounded theory methodology and a&#xa0;structuring content analysis. The developed category system with 55&#xa0;needs in four main categories expands the systems theory framework with concrete diagnostic criteria.</p><p>The self-needs specify established constructs such as interests and abilities and integrate aspects of inclusion, motivation, emotion, and social conditions. Information-needs address, among other things, dealing with stereotypes, knowledge about the orientation landscape, and targeted orientation toward educational programs and professions. Experience-needs focus on practical exploration and social fit in target institutions, while organizational-needs encompass concrete planning and action-related aspects such as financing, application, place of residence, and placement.</p><p>This categorization could help teachers overcome the “one size fits all” principle by making individual diagnoses and developing needs-based learning opportunities. To this end, a&#xa0;tool for diagnosing orientation needs could be developed in the future. In addition, the consistency between expert and student perspectives on orientation needs could be examined.</p>

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Wo braucht es Orientierung?

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年8月3日

查看全文
  • Tillmann Woller,
  • Ruben Jigalin,
  • Stefan Janke,
  • Karina Karst

摘要

Career orientation in schools is characterized by great heterogeneity between students’ learning and development levels, which presents teachers with the challenge of diagnosing their learning needs individually. Although counseling theories such as the System Theory Framework emphasize the importance of needs-based diagnostics, there is a lack of formal diagnostic criteria for orientation needs. This study systematically explores the needs of students in grades 8 to 12 from the perspective of experts and develops an empirically based category system for career guidance.

Thirty-one career guidance experts were interviewed using semi-structured guided interviews. The data was analysed using grounded theory methodology and a structuring content analysis. The developed category system with 55 needs in four main categories expands the systems theory framework with concrete diagnostic criteria.

The self-needs specify established constructs such as interests and abilities and integrate aspects of inclusion, motivation, emotion, and social conditions. Information-needs address, among other things, dealing with stereotypes, knowledge about the orientation landscape, and targeted orientation toward educational programs and professions. Experience-needs focus on practical exploration and social fit in target institutions, while organizational-needs encompass concrete planning and action-related aspects such as financing, application, place of residence, and placement.

This categorization could help teachers overcome the “one size fits all” principle by making individual diagnoses and developing needs-based learning opportunities. To this end, a tool for diagnosing orientation needs could be developed in the future. In addition, the consistency between expert and student perspectives on orientation needs could be examined.