Improving the Pedagogical Mechanisms of Career Guidance for Upper-Secondary School Graduates: Evidence From a Pedagogical Experiment in Uzbekistan

Upper-secondary graduates in Uzbekistan make their first educational and career choice at the end of the 11th grade, yet school career guidance remains episodic and is rarely evaluated. This study tested a pedagogical mechanism of career guidance for graduating students that combines diagnostics-based differentiation by career identity status, active learning technologies, and partnership with families and employers.