Educational and career guidance is a critical step in shaping the future professional and educational paths of students. With the rise of digital technologies, this field has undergone significant transformations. Today, tools such as online tests, automated coaching, and video-based learning pathways have become ubiquitous. Simultaneously, artificial intelligence (AI) is beginning to integrate into these processes, aiming to offer solutions that appear personalized but are largely automated. While these technological innovations bring new possibilities, they also raise important questions about their effectiveness, relevance, and impact on students' choices.

1. The Evolution of Educational and Career Guidance in the Digital Era

1.1 Online Tests: Accessibility vs. Depth

Online career guidance tests have become widespread across various fields due to their accessibility and ease of use, including in the realm of educational and career planning. They sometimes provide students with an initial approach to better understand their interests, aptitudes, and offer career suggestions that might suit them. However, these tests also present significant limitations. The standardized nature of many online tests often leads to superficial recommendations, lacking the depth necessary to capture the complexity of individual aspirations. Worse, they tend to influence the user, and if this statement surprises you, I invite you to read my book on career guidance methods, which delves into these intricacies.

One of the major issues is the validity of the results obtained through these tests. According to a study published in the Journal of Career Assessment, online tests lack reliability because they fail to consider the individual contexts and psychological nuances of students (Gati & Saka, 2020). Furthermore, the tendency to reduce career guidance to simple algorithms can result in outcomes that do not accurately reflect the diversity of students' interests and talents, at the very least, and cannot account for personal motivation, which is a major driver of fulfillment and success. The accessibility of online tests prevents students from engaging in personal reflection on the subject and from undertaking a more in-depth and nuanced analysis of what drives them.

1.2 Automated Coaching: Efficiency and Limitations

Automated coaching, which uses algorithms to provide guidance and recommendations in the field of career planning, is another technological innovation that has gained traction. The objective is to offer low-cost solutions to the issues highlighted by tests and their inefficiency. These systems promise to provide personalized support on a large scale by addressing the specific needs of each student. However, this automation raises questions about the personalization, which is obviously nonexistent, and the actual effectiveness of such coaching.

Automated coaching relies on career databases and psychometric evaluations to suggest career paths, and often, certain tests are presented beforehand. This approach resembles a variant of traditional career assessments, essentially presenting standardized pathways, as seen in projects like Sokanu's "Career Explorer," which I thoroughly tested and reviewed in an article found in this section of the blog. While these systems may be effective in offering quick, data-driven recommendations, they often lack the human element that is essential in career guidance. As highlighted by a study published in Educational Technology Research and Development, the absence of human interaction in the coaching process can limit students' ability to critically explore their own choices and develop personal reflection on their aspirations (Brown et al., 2019). Moreover, these systems sometimes rely on biased or incomplete data, leading to advice that may not be well-suited to the specific circumstances of individual students.

2. The Impact of Standardized Video Pathways

2.1 Advantages and Risks of Standardized Pathways

Standardized video pathways have become a popular tool for presenting various career options to students. These videos, often designed to be engaging and informative, offer an overview of professions and educational pathways, making information more accessible and engaging for young people. However, they can also have unintended effects on the decision-making process.

One advantage of videos is their ability to make information vivid and tangible. They allow students to visualize different careers, which can be particularly useful for those who struggle to envision themselves in a future job. However, the narrative and often simplified nature of these videos can sometimes present an overly positive or negative image of certain professions, disproportionately influencing students' perceptions.

According to a study conducted by Stanford University, orientation videos can reinforce gender and class stereotypes by presenting idealized images of certain professions while omitting the more complex and less glamorous aspects of work (Smith & White, 2020). Although these tools are popular among students and help to better engage the target audience, they also risk oversimplifying career choices, pushing young people to make decisions based on superficial perceptions rather than a deep understanding of professional realities. These are informative videos that do little to provoke personal reflection and critical thinking.

2.2 The Importance of Guidance

The use of videos in career guidance should not occur in isolation. It is crucial that students are guided in analyzing and reflecting on the content they view. Career guidance professionals play a key role in this process by helping students interpret the information they receive and contextualize it in relation to their own interests and abilities.

A study published in the British Journal of Guidance & Counselling indicates that students benefit more from multimedia resources when they are integrated into a structured guidance program, where they can discuss the content with trusted adults and critically explore the different options presented (Hooley et al., 2017). This type of guidance helps reduce the risks of excessive simplification and ensures that students make more thoughtful decisions.

3. The Emergence of Artificial Intelligence in Educational and Career Guidance

3.1 AI and the Personalization of Advice

The introduction of artificial intelligence in educational and career guidance represents a new phase in the automation and personalization of guidance services. AI is capable of processing vast amounts of data and providing personalized recommendations based on students' abilities, interests, and past performances. In theory, this could allow for an unprecedented level of personalization, tailored to the specific needs of each student. However, the way information is processed and presented by AI still heavily depends on how it is inputted. This is evident in the emergence of experts who now offer training on effective "prompting" methods. This represents a significant flaw in the system as of 2024.

Despite the potential benefits mentioned, the use of AI in career guidance raises additional concerns. One major challenge is the issue of transparency and the ethics of the algorithms used. As demonstrated by a study from the University of Cambridge, AI systems can sometimes replicate or even amplify existing biases in the data they are trained on, and the inherent thought systems they acquire for processing and generating information, which can lead to problematic or inappropriate recommendations (Binns et al., 2018). For example, an algorithm might disproportionately steer students toward certain careers based on their social background or gender, thereby perpetuating stereotypes rather than challenging them.

3.2 Automation vs. Human Interaction

Another critical aspect of using AI in career guidance is balancing automation with human interaction. While AI can provide quick and personalized advice, it cannot replace the value of empathy, active listening, and personalized support that human coaches can offer. Although technological tools can enhance certain aspects of the guidance process, it is crucial not to overlook the importance of human interactions. As explained by a study published by Harvard University, institutional support and personalized interactions remain essential for student success, highlighting that technology should not replace these fundamental elements (Rosenbaum et al., 2019). We hope that further studies will deeply explore how AI can be framed to provide genuinely relevant decision-making tools.

Therefore, it is vital that AI is used as a complement rather than a substitute for career counselors. The most effective approach seems to be a hybrid integration, where AI provides basic information and recommendations, but the reflection, contextualization, and final decisions are guided and validated by qualified professionals.

Conclusion

The impact of technology on career guidance is complex and multifaceted. While digital tools, online tests, automated coaching, explanatory videos, and AI offer new opportunities to make guidance more accessible and personalized, they also present significant challenges. The trend toward automation and standardization can lead to overly general advice, which is best avoided in career guidance, lacking depth and personalization, while the emergence of AI raises important ethical questions.

It is essential to recognize that technology cannot completely replace human interaction in this field. Personalized support, exploration of personal desires and values, active listening, and critical thinking are key elements of career guidance that cannot be fully automated. Ultimately, the best approach is to use technology as a complementary tool that supports and enriches students' research, while ensuring they receive quality guidance based on a deep understanding of their aspirations to make informed decisions.

References:

• Binns, R., Veale, M., Van Kleek, M., & Shadbolt, N. (2018). ‘It’s Reducing a Human Being to a Percentage’: Perceptions of Justice in Algorithmic Decisions. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems.
• Brown, C., Kirschner, P. A., & Jansen, E. (2019). Providing support to students in online learning environments. Educational Technology Research and Development.
• Gati, I., & Saka, N. (2020). High school students’ career-related decision-making difficulties. Journal of Career Assessment.
• Hooley, T., Marriott, J., Watts, A. G., & Andrews, D. (2017). Careers Education in Schools: Research and Practice in England. British Journal of Guidance & Counselling.
• Rosenbaum, J. E., Deil-Amen, R., & Person, A. E. (2019). After Admission: From College Access to College Success. Harvard University Press.
• Smith, E., & White, P. (2020). Where do all the STEM graduates go? Higher education, the labour market and career routes in the UK. Journal of Education and Work.