This article explores the organization of career guidance and mentoring activities at the university level by presenting a holistic model of career guidance within the "school–university" system. It examines key areas of career development and describes both passive and active methods employed in the implementation of these activities. The research is grounded in the principles of the system-activity approach and the competence-based approach. To achieve the study’s objectives, both theoretical methods (analysis, synthesis, generalization, and systematization of scientific literature) and empirical methods (observation and surveys) were utilized. The study presents an integrated pedagogical system for career guidance aimed at students across different educational levels. It outlines the main directions of career guidance activities through examples of initiatives implemented at the university level with both school-aged students and university students. The authors highlight the benefits of implementing such an integrated system, using the case of the Institute of Defectological Education and Rehabilitation at the Herzen State Pedagogical University of Russia. The findings emphasize that an integrated pedagogical system of career guidance is a critical component for a university’s successful operation in a competitive educational landscape. A key feature of the proposed system is the continuity of career guidance ("school – university", "student – applicant – student – young specialist"), alongside targeted educational and professional orientation activities conducted for learners at various stages of education.
Kondratieva et al. (Mon,) studied this question.