Assessment of the use of game technologies by teachers of educational organizations in career guidance work

Introduction. A significant contribution to the modern educational process of educational organizations is made by game technologies used by teachers for various purposes and contexts. As part of the study, we set ourselves the task of identifying game technologies that, from the point of view of teachers of educational organizations, are most effective for career guidance. In addition, based on the results of the study, we will be able to judge, in general, the activity of educational organizations implementing such an instrument as social partnership in the field of education of children, adolescents and youth. The purpose of this article is to identify and scientifically substantiate the use of gaming technologies by teachers of educational organizations in career guidance work. Materials and methods. 264 people took part in the survey: teachers of educational institutions from 10 regions of the Russian Federation. In the course of the study, the authors applied a set of theoretical, practical and mathematical research methods, such as: a survey using semi-closed and closed questions, registration, rating assessment, data generalization, statistical data processing, mathematical data processing. The results of the study. The study showed that, from the point of view of teachers of educational organizations, business, role-playing, board and intellectual games are effective for career guidance and are in demand by them. More than 90% of respondents use gaming technologies in career guidance work with students, but about 8% of respondents never do it. Most of the survey participants note an average level of methodological competence in the field of using board games in career guidance work with students, more than 16% rate their level as low. Most of the survey participants note the average level of effectiveness of using board games in career guidance work with students, about 6% do not understand the importance of this pedagogical tool in career guidance work, however, more than 30% of teachers rate board games highly. The majority of respondents noted the insufficient or completely absent equipment of educational institutions with board career guidance games, as well as the need and demand for the use of a database of board career guidance games. Conclusion. Based on the results of the survey of teachers, the following recommendations were given: to ensure that educational organizations are equipped with sets of tabletop career guidance games; to expand and deepen teachers' ideas about the possibilities of using board games in career guidance work and increase their level of professional training in this area; to use board games more actively when organizing career guidance work in educational organizations; to create an up-to-date, constantly updated database these board career guidance games and provide access to it to all teachers of educational organizations.