Analysis of Changes in Middle School Students’ Career Competencies in the Digital Transformation Era

This study analyzed year-to-year changes in middle school students’ career decision-making self-efficacy, career development competency, career activity learning experiences, outcome expectations, and virtual reality (VR) technology acceptance using a five-year repeated cross-sectional design from 2019 to 2023. Participants were 1,417 students from regions G and J, and descriptive statistics, multivariate analysis of variance (MANOVA), polynomial contrasts, and regression-based trend analyses were conducted. The results revealed temporary declines and partial recovery in career decision-making self-efficacy, career development competency, and career activity learning experiences during the COVID-19 period, suggesting that changes in educational conditions influenced students’ learning experiences and psychological factors. Career outcome expectations showed short-term fluctuations but remained generally stable. VR technology acceptance exhibited decreasing perceived usefulness and ease of use, whereas behavioral intention to use gradually recovered, indicating sustained potential for VR as a career exploration tool when supported by effective educational design. These findings highlight the need for VR-based career education that enhances educational usefulness, expands structured career experiences, and strengthens pedagogical alignment to increase practical applicability in career learning contexts.