This study analyses the evolution of theories of career guidance, from traditional content-focused models to process-focused models, within the context of digital transformation. Based on a narrative and integrative review of the academic literature, our research highlights the contributions, limitations and synergies of each paradigm. The results indicate that content-based theories prioritise the match between individual characteristics and educational or professional environments, whilst process-based approaches emphasise the developmental, contextual and reflective dimensions of professional development. The analysis also demonstrates that digitalisation exerts an ambivalent influence: it enhances the assessment and personalisation capabilities of guidance tools, whilst posing several challenges regarding pedagogical mediation, meaning-making and the risk of algorithmic reductionism. In conclusion, this study advocates for greater synergy between the two paradigms to define digital, hybrid and inclusive guidance systems suited to the growing complexity of educational and professional pathways.
العزابي et al. (Thu,) studied this question.