Today, career guidance is one of the most important tasks for schools, as the implementation of the Unified Model of Career Guidance for Students in Grades 6–11 of General Education Institutions of the Russian Federation is enshrined in federal educational standards for basic and secondary general education and presupposes the personal and professional self-determination of students. This article examines the issue of student career guidance within the context of a unified, integrative methodological framework. It argues that the methodological approaches within this framework are interrelated and that it is essential to explore students’ professional abilities, interests, aspirations, plans, and ideals when conducting career guidance.
Михаил Нечаев (Wed,) studied this question.