Career Guidance and Career Learning Interventions in Education and Educational Transitions: A Scoping Review of Empirical Research (January 2014−April 2025)

Aim and Scope of the Report

The report examines research on the outcomes of career guidance and career learning, in the period of 2014-2025. It includes studies from school and higher education, from transitions into education, between educational levels, and from education to work. It is based on a scoping review that systematically describes the scope, content, and characteristics of existing research, and identifies key knowledge gaps. The report includes an overview of outcomes from career guidance and career learning.

This knowledge base offers an overview of existing research, as well as insights into career guidance and career learning in educational settings. It can also be used to assess needs for further research and to inform the design of new research projects. The report’s accompanying digital Evidence Gap Map provides a visual overview of the evidence base, access to summaries for all included studies, and options for identifying different types of studies using filters. This makes the research base more accessible to researchers within the field of career guidance and adjacent research fields, nationally and internationally. Moreover, the research base is made more accessible to practitioners, managers and others who wish to learn about the outcomes of career guidance and career learning in educational settings.

Study Characteristics

A total of 212 studies is included, most of them peer reviewed scientific articles. Research from the United States, the United Kingdom, Canada, and Australia constitutes the majority, while there are 18 Nordic studies, seven of which are from Norway. The studies are most often conducted in higher education, with many also from upper secondary education and some at lower secondary level. There is little research on primary school level, adult education, and workplace-based learning.
Methodologically, quantitative and non experimental studies dominate. A wide range of interventions have been studied: e.g. courses, programmes, classroom instruction, and individual and group guidance. The interventions range from short activities to longer programmes and are delivered in person, digitally, or hybrid formats. Most studies measure outcomes within one year, while about one quarter follow participants over a longer period.

Key Findings on Outcomes and Assessment of the Research Base

The included studies describe a substantial range of outcomes. In the report, these are sorted into three main outcome categories: learning outcomes, behavioural change and long-term results. Around 85 percent of the studies measure learning outcomes such as increased career awareness, higher self-efficacy, and clearer educational plans. Approximately 25 percent examine actual behavioural changes such as educational choice and job seeking behaviour. Longterm results such as completion of education, employment, or health, is measured in about 10 percent of the studies
The research base appears extensive but uneven.
The research suggests that structured and curriculum embedded programmes, accessible guidance services, and well-designed career guidance interventions can strengthen students’ self-confidence, career awareness, and career management skills. In turn, this may contribute to smoother educational transitions.
However, there is a particular lack of research in Nordic contexts and on long-term effects and distributional impacts (equity dimensions).

Commission

The report has been prepared by the Knowledge Centre for Education, commissioned by the Ministry of Education and the Directorate for Higher Education and Skills.