Autorin: Christine Hoffelner
Gutachtende: Prof. Dr. Elena Makarova, Universität Basel; Prof. Dr. Albert Düggeli, Pädagogische Hochschule Graubünden; Prof. Dr. Katja Driesel-Lange, Universität Münster (D)
Projektdauer: 2021-2026

Abstract 
Career planning is a central developmental task during lower secondary education, as adolescents begin to explore educational and occupational opportunities and prepare for future transitions. According to the Life Design paradigm, successful career planning requires individuals to draw on personal resources and adapt to changing contexts (Savickas et al., 2009). Supporting adolescents in identifying and developing these resources requires professionally competent teachers (Baumert & Kunter, 2006) as well as innovative, life-world-oriented learning approaches, like Game-Based Learning (Gee, 2007). Against this background, this dissertation investigates how career-planning resources can be fostered and which competencies teachers require to support this process.

Study 1 presents a systematic literature review of teachers’ professional competencies in career guidance. Based on 31 empirical studies, the review examined the domains knowledge and skills, beliefs, motivational orientations, and self-regulation. Although teachers generally reported positive attitudes toward career guidance, they frequently perceived gaps in their knowledge and skills and expressed a need for further training and professional support. Furthermore, substantial heterogeneity was found in the conceptualisation of career guidance, highlighting the absence of a coherent theoretical framework and empirically validated competence model.

Studies 2 and 3 drew on data from the digibe.ch project and investigated the role of gaming in adolescents’ career planning using structural equation modelling and survey data from 265 lower secondary students. The findings showed that video gamers identified more and a greater variety of future skills than non-video gamers. Critical reflection positively predicted future-skill identification and transfer to career-planning contexts, whereas self-reflection showed a negative effect. Furthermore, the frequency of identified future skills positively predicted transfer to career planning. Study 3 demonstrated that video gaming positively predicted the identification of career adaptability resources, while the active search for social support was also positively associated with the identification of such resources. In turn, career adaptability resources predicted the transfer of gaming experiences to career-planning contexts. Across both studies, male students were more likely to engage in video gaming, identify future skills and career adaptability resources, and transfer these insights to career planning.

Overall, the dissertation highlights the importance of strengthening teachers’ professional competencies through theoretically grounded competence models and targeted professional development. Furthermore, it demonstrates that adolescents acquire competencies and resources relevant to career planning not only in formal educational settings but also in informal learning contexts such as gaming. The findings suggest that career guidance can benefit from integrating students’ everyday experiences into reflective learning activities and from adopting gender-sensitive approaches that recognise diverse learning experiences and pathways. Ultimately, the dissertation advocates for a resource-oriented and future-focused understanding of career guidance that enables young people to actively design sustainable careers in an increasingly complex world.