The transferability of career exploration across cultures: Comparing career exploration in the U.S. to a pilot study in China

• In Event: Highlighted Session: Global Perspectives on Leadership and Career Development: Navigating Contexts, Cultures, and Collaborations

Proposal

Career exploration during childhood and adolescence helps refine vocational identity, enhances career planning and confidence and improves overall well-being and academic outcomes (Porfeli et al., 2012). As the World Economic Forum (2016) predicts, 65% of today's school children will eventually hold jobs that don't currently exist. In the global context of technological advancements that are reshaping careers and lifestyles, it is imperative for students to possess a comprehensive understanding of career opportunities and foster abilities to quickly navigate new career fields, including careers both home and abroad and careers already familiar to them or yet emerging. However, implementing effective career exploration programs across cultures presents unique challenges and opportunities. Kim et al. (2018) highlights how cultural values, educational systems, and socioeconomic factors can significantly influence how students perceive and approach career choices. Education technology offers opportunities to facilitate career exploration across cultures.

Defined Careers, a pioneering resource-rich technology platform career exploration program founded in US, has demonstrated remarkable success in the Broken Arrow Public Schools (BAPS) in Oklahoma and beyond. In a three-year longitudinal study, the data reveal that those middle school students participating in Defined Careers exhibit enhanced readiness for their future careers, showing improved skills and a deeper understanding of their interests. This outcome is crucial in preparing students for the dynamic and evolving job market (Speziale et al., 2024). The program has the potential to offer significant benefits across various cultural settings due to its flexible and adaptable framework. The program's strengths include its focus on career readiness and its ability to align educational content with industry demands, which are universally valued across cultures. However, the program’s effectiveness may vary depending on cultural norms, educational systems, and local job markets.

This pilot research employs a mixed-methods approach to analyze the current stage of career exploration among students from China and compare it with the existing state of students from BAPS. The study aims to provide insights into the guidance needs of Chinese middle school students and assess the potential of implementing Defined Careers programs in the future. Initially, a quantitative survey will be conducted to identify the general needs and preferences of the students concerning career exploration. This will be followed by a qualitative phase, in which a subset of students will be selected to participate in in-depth interviews to better understand their experiences, perceptions, and specific needs.

Social Cognitive Career Theory (SCCT) was used as the theoretical framework for this study. The theory emphasizes the dynamic interplay between personal factors, such as self-efficacy and outcome expectations, and environmental factors, including cultural norms and support systems, in shaping an individual’s career development. In applying SCCT to our research, we systematically investigate how students’ beliefs about their capabilities (self-efficacy) and their expectations of the outcomes of their efforts (outcome expectations) interact with the cultural and environmental factors they encounter.

As we embark on a pilot study to examine the effectiveness of the Defined Careers program in China this fall, several key themes and anticipated outcomes are emerging. This research, set to be completed ahead of the CIES 2025 conference in March, seeks to illuminate the complexities of career exploration in a globalized and digitized world.

First, we anticipate that the study will reveal variations in the perceived value of "high-demand" careers across cultures. This understanding will be instrumental in tailoring career guidance to resonate with students' aspirations and the unique needs of their local economies.

Second, we expect the study to highlight how factors such as student engagement with technology, the emphasis placed on career exploration at different educational stages, and the availability of support structures within schools can influence program success. This knowledge will inform the development of strategies to optimize program implementation in diverse educational contexts.

Thirdly, we foresee the study emphasizing the pivotal role of parents and educators in shaping students' career exploration journeys. This insight will underscore the importance of engaging these stakeholders to ensure program buy-in and maximize its impact.

Lastly, we anticipate that the study will underscore the necessity of localizing the Defined Careers program to ensure its relevance and effectiveness in different cultural contexts. This may involve adapting curriculum content, translating materials, incorporating culturally specific examples, and collaborating with local stakeholders.

By exploring these themes, our study will directly address the CIES 2025 conference theme, "Envisioning Education in a Digital Society." It will highlight the potential of technology to support career exploration and development in a rapidly changing global landscape. Furthermore, it will underscore the importance of addressing the digital divide, promoting equitable access to educational opportunities, and preparing learners for the future of work.

Ultimately, by showcasing the adaptability of the Defined Careers program across cultures, this presentation aims to offer a practical and innovative approach to leveraging technology to enhance career exploration and empower students worldwide.

Authors

• Xiaoqiao Zhang, Shanghai Jiao Tong University

• MICHAEL J SPEZIALE, MIDA Learning Technologies

• Yirong Yu, Shanghai Jiao Tong University