Shaping Career Orientations Through Integrative Learning in Vocational College

Abstract

Introduction: The contemporary system of secondary vocational education faces the dual challenge of developing students’ professional competencies and supporting their career self-determination. Increasingly, educators seek instructional approaches that integrate subject content with career-building goals.

Purpose: To explore the potential of integrative learning as a tool for shaping career orientations among vocational college students.

Materials and Methods: A mixed-methods design was employed, including observation, student surveys (n = 72), written reflections, and thematic content analysis. The empirical basis of the study was a team-taught (binary) lesson in mathematics and English, designed in accordance with the professional focus of students majoring in logistics and tourism.

Results: Behavioral indicators demonstrated a high level of professional engagement: 87.5% of students actively participated in case discussions, 66.7% showed semantic initiative, and 61.1% displayed signs of career-related reflection. Thematic analysis of student statements revealed four dominant categories highlighting the perceived connection between education and professional trajectories.

Conclusion: The findings suggest that even a single integrative lesson, when explicitly linked to students’ future professions, can serve as a catalyst for the development of career orientations and agentic positioning. The proposed approach can be scaled within the vocational education and training (VET) system as a pedagogical means of supporting students’ career self-determination.