Continuity of digital resources supporting the educational process in general and vocational secondary education
DOI:
https://doi.org/10.33910/Keywords:
digitalization, digital resources, career guidance, general secondary education, vocational secondary educationAbstract
Introduction. In the context of rapid technological development and evolving labor market structures, career guidance for young people has become a key factor in the training of qualified professionals. In Russia, this issue is particularly relevant, as evidenced by the adoption of a number of legislative acts aimed at supporting and enhancing career guidance. This article aims to analyze the digital tools that have already been integrated into the educational process of general secondary schools and vocational secondary schools. It also seeks to identify common approaches to the development and use of such tools.
Materials and Methods. The study employed statistical and empirical research methods, analysis of legislative acts, and examination of existing digital technologies used in career guidance. The advantages of these technologies were considered, including individualized learning, interactivity, and time efficiency. The research sample comprised 52 ninth-grade students from Nivenskoye Secondary General Education School and 64 second- to fourth-year students from the Vocational Secondary School at Immanuel Kant Baltic Federal University. Data analysis was conducted using descriptive statistics, scaling, and content analysis.
Results. The study revealed differences in educational preferences and information behavior between the two groups. About 25 % of vocational school students identified physical education as their favorite subject, whereas among general school students the most popular subject was life safety (15 %). Differences in the average amount of time spent on homework proved statistically uncertain, although vocational school students tended to spend less time on it. In terms of information seeking behavior, 73 % of general school students reported using the vocational school’s website to search for admission information, whereas only 14 % of vocational students reported searching for university admission information on official websites, preferring social networks (42 % used a VKontakte group). Communication with teachers was reported to occur primarily via VKontakte and the Sferum messenger. The respondents identified interactivity, variability, a user-friendly interface, and prompt feedback as the most important components of an educational platform, although their preferences regarding content formats differed.
Conclusions. The integration of digital technologies into the process of career guidance for young people is a promising direction that can significantly enhance the efficiency of training professionals for the modern labor market. This underscores the need for further research and the development of digital tools capable of supporting and enhancing career guidance in the context of ongoing global changes.
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