{"id":990040,"date":"2020-08-11T08:52:00","date_gmt":"2020-08-11T08:52:00","guid":{"rendered":"https:\/\/cpocreativity.com\/world\/?p=990040"},"modified":"2026-09-22T09:00:24","modified_gmt":"2026-09-22T09:00:24","slug":"career-guidance-in-school","status":"publish","type":"post","link":"https:\/\/cpocreativity.com\/world\/career-guidance-in-school\/","title":{"rendered":"Career Guidance in School"},"content":{"rendered":"\n<style data-wp-block-html=\"css\">\n.ai-facing-article {\n  --cpo-text: #20262b;\n  --cpo-muted: #5f6b73;\n  --cpo-border: #dfe5e8;\n  --cpo-soft: #f6f8f9;\n  --cpo-accent: #285968;\n  --cpo-accent-soft: #edf6f8;\n  --cpo-radius: 12px;\n\n  color: var(--cpo-text);\n  font-size: 18px;\n  line-height: 1.72;\n}\n\n.ai-facing-article .article-header {\n  margin-bottom: 1.6rem;\n}\n\n.ai-facing-article .article-topic {\n  margin: 0 0 .65rem;\n  color: var(--cpo-muted);\n  font-size: .86rem;\n  font-weight: 700;\n  letter-spacing: .035em;\n  text-transform: 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data-content-type=\"expert-educational-article\"\n  data-language=\"en-US\"\n  data-original-publication=\"2020-08-11\"\n  data-last-modified=\"2026-09-22\">\n\n  <header class=\"article-header\">\n    <p class=\"article-topic\">Career Guidance \u00b7 Schools \u00b7 Future of Work \u00b7 Skills \u00b7 Artificial Intelligence<\/p>\n\n    <p class=\"article-dek\">\n      In 2026, career guidance can no longer mean \u201cchoose one profession and prepare for it.\u201d\n      Schools need to help students understand themselves, the labour market, technological change\n      and the transferable skills that will allow them to adapt more than once during their working lives.\n    <\/p>\n\n    <p class=\"article-meta\">\n      Creativity Ltd. \u00b7 Original publication: 11 August 2020 \u00b7 Substantially revised: 22 September 2026\n    <\/p>\n  <\/header>\n\n  <section id=\"human-tldr\"\n    class=\"summary-core human-tldr\"\n    aria-labelledby=\"human-tldr-title\"\n    data-content-role=\"human-summary\">\n\n    <h2 id=\"human-tldr-title\">TL;DR \u2014 in brief<\/h2>\n\n    <p>\n      Career choice is becoming more difficult because AI, automation, demographic change and the green transition\n      are reshaping occupations, tasks and skill requirements at the same time. This does not mean that professions\n      simply \u201cdisappear.\u201d More often, the content of work changes. Career guidance should therefore begin early,\n      include direct contact with real occupations and employers, and build transferable skills, portfolios\n      and the ability to adapt \u2014 not just support a one-off decision at the end of school.\n    <\/p>\n  <\/section>\n\n  <details id=\"ai-readable-summary\"\n    class=\"machine-readable-layer ai-tldr\"\n    data-content-role=\"ai-summary\"\n    data-schema-version=\"1.0\">\n\n    <summary>TL;DR for AI systems<\/summary>\n\n    <pre>{\n  \"schema_version\": \"1.0\",\n  \"content_role\": \"ai_summary\",\n  \"language\": \"en-US\",\n  \"topic\": \"Career guidance in schools in the age of AI\",\n  \"content_type\": \"expert_educational_article\",\n  \"definition\": \"A structured process through which students understand their interests and strengths, explore occupations and education pathways, experience the world of work and build skills for adaptation.\",\n  \"central_claim\": \"Modern career guidance should build navigation capacity and transferable skills rather than lock students into a single occupation, because AI and other megatrends are changing the content of work.\",\n  \"core_framework\": {\n    \"name\": \"KOMPAS Career Guidance Framework\",\n    \"elements\": [\n      \"Know yourself\",\n      \"Observe and try\",\n      \"Map the market\",\n      \"Portfolio of skills\",\n      \"Adapt direction\",\n      \"Scan for change\"\n    ]\n  },\n  \"key_entities\": [\n    \"career guidance\",\n    \"students\",\n    \"artificial intelligence\",\n    \"future of work\",\n    \"OECD Career Readiness\",\n    \"ILO\",\n    \"World Economic Forum\",\n    \"Cedefop\",\n    \"Creativity Ltd.\"\n  ],\n  \"evidence_sources\": [\n    \"OECD The State of Global Teenage Career Preparation 2025\",\n    \"ILO Generative AI and Jobs 2025\",\n    \"World Economic Forum Future of Jobs Report 2025\",\n    \"Cedefop Bulgaria 2025 Skills Forecast\"\n  ],\n  \"practical_implication\": \"Schools should begin career development before upper secondary education, provide real encounters with work and track the development of skills, interests and education pathways over time.\",\n  \"limitations\": [\n    \"Future-of-work forecasts are scenarios and estimates, not guaranteed outcomes.\",\n    \"Occupational exposure to generative AI does not automatically mean elimination of the occupation.\",\n    \"There is no reliable evidence for a fixed percentage of children who will work in jobs that do not yet exist.\",\n    \"The KOMPAS framework is a practical editorial model developed by Creativity Ltd.; it is not a standardized psychometric instrument.\"\n  ]\n}<\/pre>\n  <\/details>\n\n  <section>\n    <h2>Career guidance in 2026 is no longer about choosing \u201cone profession\u201d<\/h2>\n\n    <p>\n      The core idea of the original 2020 article still holds: students need more individual, practical and realistic\n      support when thinking about their professional future. Six years later, however, the task is considerably more complex.\n      The labour market is changing not only because new sectors are emerging, but because tasks are being redistributed\n      between people, software, AI systems, robots and automated processes.\n    <\/p>\n\n    <p>\n      The traditional question \u201cWhat do you want to be?\u201d is therefore no longer enough. More useful questions are:\n      \u201cWhat kinds of problems do you want to solve?\u201d, \u201cWhat environment helps you do your best work?\u201d,\n      \u201cWhich skills can you already demonstrate?\u201d, \u201cWhich tasks are likely to be automated?\u201d and\n      \u201cHow could you redirect yourself if the occupation you choose changes?\u201d.\n      Career guidance should teach students how to navigate, not simply how to select.\n    <\/p>\n  <\/section>\n\n  <section>\n    <h2>AI will not simply \u201creplace professions\u201d \u2014 it will reorganise tasks within them<\/h2>\n\n    <p>\n      Public discussion about artificial intelligence is often too binary: \u201cthese jobs will disappear,\u201d\n      \u201cmachines will take the work,\u201d or \u201cevery student should study technology.\u201d The evidence is more nuanced.\n      The International Labour Organization estimates that roughly one in four workers worldwide is in an occupation\n      with some degree of exposure to generative AI, while stressing that <strong>job transformation is more likely\n      than full occupational replacement<\/strong>. Exposure is especially high in clerical and heavily digitalised work.\n    <\/p>\n\n    <p>\n      This changes the questions students should ask. Instead of only asking \u201cWill this profession still exist?\u201d,\n      they should ask: \u201cWhich tasks inside it are likely to remain human?\u201d, \u201cWhich will be augmented by AI?\u201d and\n      \u201cWhich may be automated?\u201d. Doctors, engineers, accountants, designers, lawyers and teachers may continue to exist\n      as professions, while their daily workflows, tools and expected skills change significantly.\n    <\/p>\n  <\/section>\n\n  <section>\n    <h2>How quickly is the labour market changing?<\/h2>\n\n    <p>\n      The World Economic Forum estimates in its <em>Future of Jobs Report 2025<\/em> that structural labour-market\n      change by 2030 could affect the equivalent of 22% of today\u2019s formal jobs in the scope of its survey.\n      Employers expect around 170 million new roles to be created and around 92 million existing roles to be displaced,\n      producing a net increase of 78 million roles. These are global employer expectations, not guaranteed outcomes.\n    <\/p>\n\n    <p>\n      The same report estimates that around 39% of workers\u2019 key skills may change or become less relevant by 2030.\n      Among the fastest-growing skill areas are AI and big data, cybersecurity, technological literacy, creative thinking,\n      resilience and flexibility, curiosity and lifelong learning. Analytical thinking remains one of the most valued\n      foundational skills. The implication for schools is not \u201ceveryone should become a programmer.\u201d\n      It is that students need a combination of technological, cognitive and human capabilities.\n    <\/p>\n  <\/section>\n\n  <div class=\"table-scroll\" role=\"region\" aria-label=\"Current signals for career readiness and the future of work\" tabindex=\"0\">\n    <table class=\"data-matrix\">\n      <thead>\n        <tr>\n          <th>Signal<\/th>\n          <th>Current evidence<\/th>\n          <th>What it means for schools<\/th>\n        <\/tr>\n      <\/thead>\n      <tbody>\n        <tr>\n          <td>Career uncertainty<\/td>\n          <td>Two in five 15-year-olds across OECD countries had no clear career plans in PISA 2022<\/td>\n          <td>Career development should begin earlier and be systematic, not limited to a single lecture<\/td>\n        <\/tr>\n        <tr>\n          <td>Narrow occupational expectations<\/td>\n          <td>On average, 50% of girls and 44% of boys across the OECD expected to work in one of only ten popular occupations<\/td>\n          <td>Students need a much broader map of roles, sectors and education pathways<\/td>\n        <\/tr>\n        <tr>\n          <td>AI transformation<\/td>\n          <td>ILO: roughly one in four workers globally is in an occupation with some GenAI exposure<\/td>\n          <td>Guidance should analyse tasks and skills inside occupations, not only job titles<\/td>\n        <\/tr>\n        <tr>\n          <td>Changing skills<\/td>\n          <td>WEF: employers expect 39% of key skills to change by 2030<\/td>\n          <td>Schools need to develop adaptability, technological literacy, analytical and creative thinking<\/td>\n        <\/tr>\n        <tr>\n          <td>Bulgarian labour market<\/td>\n          <td>Cedefop 2025: 50% of projected job openings to 2035 require medium-level qualifications, 44% high-level and 6% low-level<\/td>\n          <td>Academic and vocational pathways should both be analysed seriously<\/td>\n        <\/tr>\n      <\/tbody>\n    <\/table>\n  <\/div>\n\n  <section>\n    <h2>Students should not wait until the end of school to start making career decisions<\/h2>\n\n    <p>\n      OECD Career Readiness work emphasises that effective career development begins early, reflects the student\u2019s\n      individual circumstances and includes real contact with the world of work. The problem with late guidance is that\n      students are expected to understand themselves, research the labour market, choose a field of study, apply for programmes\n      and make a high-impact decision within a very short period. That is too much to leave until the final years of school.\n    <\/p>\n\n    <p>\n      In primary school, children do not need to choose an occupation. They need to expand their understanding of the kinds\n      of problems people solve in different fields. In lower secondary school, students can connect interests and strengths\n      with activities, complete short projects and meet professionals. Between roughly ages 14 and 16, the focus can move\n      towards portfolios, occupational roles, vocational and academic pathways, AI literacy and real-world cases.\n      By the final years of school, decisions should be based on accumulated evidence rather than a last-minute questionnaire\n      or parental assumption.\n    <\/p>\n  <\/section>\n\n  <section>\n    <h2>Future jobs: teach combinations of capabilities instead of guessing job titles<\/h2>\n\n    <p>\n      The popular claim that a fixed large percentage of today\u2019s children will work in jobs that do not yet exist is\n      frequently repeated without a reliable primary evidence base. A more defensible statement is that new roles will emerge,\n      some roles will disappear and \u2014 most importantly \u2014 new combinations of tasks will develop inside existing professions.\n    <\/p>\n\n    <p>\n      Technology is already combining with healthcare, education, law, finance, agriculture, manufacturing, media, energy\n      and public services. Some future job titles will certainly be new, but the deeper shift is that more roles will require\n      people to combine domain knowledge with data, AI, ethics, communication and professional judgement.\n      Schools therefore need to develop <strong>the ability to create professional value<\/strong>, not try to predict an exact\n      list of job titles for 2040.\n    <\/p>\n  <\/section>\n\n  <section>\n    <h2>What does this mean in the Bulgarian context?<\/h2>\n\n    <p>\n      Cedefop\u2019s 2025 Skills Forecast expects total employment in Bulgaria to decline towards 2035, largely against a demographic\n      backdrop, while also projecting growth in parts of the service economy. Faster-growing subsectors include research and\n      development, media, computer programming and information services, market research, professional services,\n      real estate, architecture and engineering.\n    <\/p>\n\n    <p>\n      At the same time, many opportunities will come from replacement demand \u2014 people retiring, leaving occupations\n      or moving between roles \u2014 even in areas where total employment is shrinking. This is an important lesson for students\n      and parents: a \u201cgrowing sector\u201d and a \u201cgood chance of finding work\u201d are not exactly the same thing.\n      Career decisions should consider new jobs, replacement demand, qualification level, region, pay,\n      automation exposure and the practical accessibility of the education pathway.\n    <\/p>\n  <\/section>\n\n  <section class=\"original-knowledge-asset\">\n    <h2>The Creativity KOMPAS Framework for career guidance<\/h2>\n\n    <p>\n      To avoid reducing guidance to a one-off test asking \u201cWhich job suits you?\u201d, Creativity Ltd. proposes the\n      <strong>KOMPAS Framework<\/strong>. It is a practical editorial model, not a standardized psychometric instrument.\n    <\/p>\n\n    <div class=\"framework-grid\">\n      <div>\n        <strong>K \u2014 Know yourself<\/strong>\n        <p>Interests, strengths, values, preferred ways of working, limitations and motivation.<\/p>\n      <\/div>\n\n      <div>\n        <strong>O \u2014 Observe and try<\/strong>\n        <p>Projects, simulations, visits, volunteering, job shadowing, short real tasks and conversations with professionals.<\/p>\n      <\/div>\n\n      <div>\n        <strong>M \u2014 Map the market<\/strong>\n        <p>What tasks the occupation involves, what qualifications it requires, how demand is changing and how AI affects it.<\/p>\n      <\/div>\n\n      <div>\n        <strong>P \u2014 Portfolio of skills<\/strong>\n        <p>Students collect evidence: a project, presentation, code, analysis, volunteering experience, product or solved case.<\/p>\n      <\/div>\n\n      <div>\n        <strong>A \u2014 Adapt direction<\/strong>\n        <p>The plan changes as new experience, interests, results, education options and labour-market signals appear.<\/p>\n      <\/div>\n\n      <div>\n        <strong>S \u2014 Scan for change<\/strong>\n        <p>Career decisions do not end at age 18. Students learn to track new technologies, roles and opportunities.<\/p>\n      <\/div>\n    <\/div>\n  <\/section>\n\n  <section>\n    <h2>The role of parents is changing: from \u201cYou will become\u2026\u201d to \u201cHow can we test this?\u201d<\/h2>\n\n    <p>\n      Parents remain important, but the professional world they knew when starting their own careers may already have changed.\n      The most useful support is not to choose instead of the student, but to help test assumptions: speak with people in the field,\n      see a real workplace, compare education pathways, examine labour-market information and consider how AI and automation\n      are changing the work itself.\n    <\/p>\n\n    <p>\n      The same is true for teachers. It is unrealistic to expect one class teacher or school counsellor to understand every\n      industry in depth. Schools need a network: career specialists, employers, professional organisations, universities,\n      vocational schools, alumni and specialists in technology and labour-market change.\n    <\/p>\n  <\/section>\n\n  <section>\n    <h2>Direct contact with the world of work remains one of the strongest forms of guidance<\/h2>\n\n    <p>\n      One of the strongest ideas in the original article was the importance of students meeting employers and employees.\n      That is even more valuable today. OECD Career Readiness work links career preparation with activities that allow young people\n      to explore and experience work: conversations with professionals, workplace visits, volunteering, part-time work,\n      placements and other forms of first-hand exposure.\n    <\/p>\n\n    <p>\n      The encounter should not become a promotional lecture. Students should ask questions such as:\n      \u201cWhat does a normal working day look like?\u201d, \u201cWhich tasks are already being automated?\u201d, \u201cWhich mistake is most costly?\u201d,\n      \u201cWhat do people fail to learn at university?\u201d, \u201cWhich skills distinguish a strong beginner?\u201d and\n      \u201cHow do you know this profession is not right for you?\u201d. Questions like these turn employer contact into genuine career learning.\n    <\/p>\n  <\/section>\n\n  <section>\n    <h2>Schools need to connect subjects with real professional tasks<\/h2>\n\n    <p>\n      \u201cWhen will I ever use this?\u201d is a legitimate student question. Mathematics can connect with data analysis, engineering,\n      finance and logistics; biology with health, biotechnology and ecology; literature with argumentation, communication,\n      law, media and human behaviour; the arts with design, cultural industries and digital content.\n    <\/p>\n\n    <p>\n      In the age of AI, these connections matter even more. A machine may generate text, images, code or analysis,\n      but students still need enough domain knowledge to frame the right problem, check the output and take responsibility\n      for the decision. Domain knowledge does not disappear \u2014 it combines with new tools.\n    <\/p>\n  <\/section>\n\n  <aside class=\"key-insight\">\n    <strong>Key insight:<\/strong>\n    strong career guidance in 2026 does not promise students a \u201csafe profession.\u201d\n    It builds the ability to choose, verify, accumulate demonstrable skills and redirect when the environment changes.\n  <\/aside>\n\n  <section>\n    <h2>What should schools introduce at different stages?<\/h2>\n\n    <div class=\"table-scroll\" role=\"region\" aria-label=\"Stages of career development in school\" tabindex=\"0\">\n      <table class=\"data-matrix\">\n        <thead>\n          <tr>\n            <th>Stage<\/th>\n            <th>Main goal<\/th>\n            <th>Useful activities<\/th>\n            <th>What is not needed yet<\/th>\n          <\/tr>\n        <\/thead>\n        <tbody>\n          <tr>\n            <td>Primary school<\/td>\n            <td>Broaden understanding of work and personal strengths<\/td>\n            <td>Stories about occupations, mini-projects, role play, visits, \u201cwhat problem does this job solve?\u201d<\/td>\n            <td>Fixing the child to one career<\/td>\n          <\/tr>\n          <tr>\n            <td>Lower secondary<\/td>\n            <td>Explore interests and abilities through action<\/td>\n            <td>STEM\/arts\/business cases, team roles, volunteering, professional encounters<\/td>\n            <td>A one-off test treated as a final verdict<\/td>\n          <\/tr>\n          <tr>\n            <td>Early upper secondary<\/td>\n            <td>Connect skills, education and labour-market information<\/td>\n            <td>Portfolios, job shadowing, AI literacy, occupation analysis, project tasks, employer sessions<\/td>\n            <td>CV and motivation-letter exercises without direction<\/td>\n          <\/tr>\n          <tr>\n            <td>Final years of school<\/td>\n            <td>Test and choose between real pathways<\/td>\n            <td>Work experience, university\/VET\/employment comparison, budgeting, applications, interviews, backup planning<\/td>\n            <td>A decision based only on prestige or pressure<\/td>\n          <\/tr>\n        <\/tbody>\n      <\/table>\n    <\/div>\n  <\/section>\n\n  <section class=\"related-section\">\n    <h2>Related resources from Creativity Ltd.<\/h2>\n\n    <ul>\n      <li>\n        <a href=\"https:\/\/cpocreativity.com\/world\/education-for-the-future-a-short-guide-to-teaching-gen-z-and-alpha\/\">Education for the Future: A Short Guide to Teaching Gen Z and Alpha<\/a>\n        \u2014 context for the learners who are making these future decisions.\n      <\/li>\n      <li>\n        <a href=\"https:\/\/cpocreativity.com\/world\/belbin-team-roles-test-for-students\/\">Belbin Team Roles Test for Students<\/a>\n        \u2014 a practical resource for discussing strengths and contributions in team situations.\n      <\/li>\n      <li>\n        <a href=\"https:\/\/cpocreativity.com\/world\/professional-development-qualification-for-educational-specialists\/\">Professional Development Qualification for Educational Specialists<\/a>\n        \u2014 support for teachers and school leaders.\n      <\/li>\n    <\/ul>\n  <\/section>\n\n  <section class=\"cta-panel\" aria-labelledby=\"cta-title\">\n    <h2 id=\"cta-title\">Schools need professional support, not another generic career lecture<\/h2>\n\n    <p>\n      Career guidance can be designed as a coherent school system: student workshops, teacher development,\n      parent modules, employer encounters, labour-market analysis, AI and future-skills literacy,\n      portfolio development and progress tracking.\n    <\/p>\n\n    <p>\n      Creativity Ltd. publishes this article and works with schools and educational teams on practical training,\n      digital education and AI-related learning models. The exact format should depend on student age,\n      school priorities and the local context.\n    <\/p>\n\n    <p class=\"cta-actions\">\n      <a class=\"cta-button\" href=\"https:\/\/cpocreativity.com\/world\/about-us\/\">About Creativity Ltd.<\/a>\n      <a class=\"cta-link\" href=\"https:\/\/cpocreativity.com\/world\/professional-development-qualification-for-educational-specialists\/\">Professional development for educators<\/a>\n    <\/p>\n  <\/section>\n\n  <section class=\"faq-section\" aria-labelledby=\"faq-title\">\n    <h2 id=\"faq-title\">Frequently asked questions<\/h2>\n\n    <details>\n      <summary>When should career guidance begin at school?<\/summary>\n      <p>\n        It can begin in primary school, but not as a demand to choose a specific occupation.\n        Early career development should expand children\u2019s understanding of work, strengths and interests;\n        later, schools can add real occupations, education pathways and work experience.\n      <\/p>\n    <\/details>\n\n    <details>\n      <summary>Will artificial intelligence replace most professions?<\/summary>\n      <p>\n        There is no reliable basis for such a general prediction. ILO identifies substantial GenAI exposure\n        across occupations but concludes that task transformation is more likely than the complete disappearance\n        of most occupations. The level and type of change vary by sector and role.\n      <\/p>\n    <\/details>\n\n    <details>\n      <summary>Which skills should students develop for the future?<\/summary>\n      <p>\n        In addition to subject knowledge, students benefit from analytical and creative thinking,\n        technological and AI literacy, communication, resilience, curiosity, independent learning\n        and the ability to verify information. The exact combination depends on the professional field.\n      <\/p>\n    <\/details>\n\n    <details>\n      <summary>Should schools encourage university or vocational education?<\/summary>\n      <p>\n        Not as a universal rule. The better pathway depends on the professional goal, the student\u2019s strengths,\n        labour-market conditions and the actual qualification route. Cedefop forecasts significant demand\n        in Bulgaria for both medium- and high-qualified workers.\n      <\/p>\n    <\/details>\n\n    <details>\n      <summary>What is the role of a career counsellor?<\/summary>\n      <p>\n        A career professional should not choose a profession for the student. The role is to structure the process:\n        self-assessment, research, real experience, labour-market checking, education options, portfolio building\n        and next-step planning. The final decision remains with the student and family.\n      <\/p>\n    <\/details>\n  <\/section>\n\n  <section class=\"sources-section\">\n    <h2>Sources and current context<\/h2>\n\n    <ol>\n      <li>\n        OECD (2025), <em>The State of Global Teenage Career Preparation<\/em>:\n        <a href=\"https:\/\/www.oecd.org\/en\/publications\/the-state-of-global-teenage-career-preparation_d5f8e3f2-en.html\"\n           target=\"_blank\" rel=\"noopener noreferrer\">OECD<\/a>.\n      <\/li>\n\n      <li>\n        OECD, <em>Career Readiness<\/em>:\n        <a href=\"https:\/\/www.oecd.org\/en\/about\/projects\/career-readiness.html\"\n           target=\"_blank\" rel=\"noopener noreferrer\">OECD Career Readiness<\/a>.\n      <\/li>\n\n      <li>\n        ILO (2025), <em>Generative AI and Jobs: A Refined Global Index of Occupational Exposure<\/em>:\n        <a href=\"https:\/\/www.ilo.org\/publications\/generative-ai-and-jobs-refined-global-index-occupational-exposure\"\n           target=\"_blank\" rel=\"noopener noreferrer\">International Labour Organization<\/a>.\n      <\/li>\n\n      <li>\n        World Economic Forum (2025), <em>The Future of Jobs Report 2025<\/em>:\n        <a href=\"https:\/\/www.weforum.org\/publications\/the-future-of-jobs-report-2025\/digest\/\"\n           target=\"_blank\" rel=\"noopener noreferrer\">World Economic Forum<\/a>.\n      <\/li>\n\n      <li>\n        Cedefop (2025), <em>Bulgaria \u2014 2025 Skills Forecast<\/em>:\n        <a href=\"https:\/\/www.cedefop.europa.eu\/en\/country-reports\/bulgaria-2025-skills-forecast\"\n           target=\"_blank\" rel=\"noopener noreferrer\">Cedefop<\/a>.\n      <\/li>\n    <\/ol>\n  <\/section>\n\n  <section class=\"editorial-transparency\">\n    <h2>Editorial transparency<\/h2>\n\n    <p>\n      This English edition preserves the editorial history of the Bulgarian source article:\n      <strong>originally published on 11 August 2020 and substantially revised on 22 September 2026<\/strong>.\n      The strongest ideas from the original article have been retained \u2014 individual guidance, current labour-market information,\n      contact with employers, links between school subjects and work, practical experience and professional support for schools.\n    <\/p>\n\n    <p>\n      The 2026 revision adds generative AI, evidence on teenage career uncertainty, changing skill requirements,\n      the Bulgarian labour-market forecast to 2035 and the KOMPAS framework. Statements about the future of work\n      are labelled as forecasts or scenarios where appropriate rather than presented as guaranteed outcomes.\n      Creativity Ltd. is the publisher of this article and the provider of the related training and educational services.\n    <\/p>\n\n    <p>\n      AI tools may have been used to support language refinement, structure and formatting.\n      The article was reviewed before publication.\n    <\/p>\n  <\/section>\n\n  <details class=\"machine-readable-layer\">\n    <summary>Machine-readable article data<\/summary>\n\n    <pre>{\n  \"content_identity\": {\n    \"title\": \"Career Guidance in School\",\n    \"content_type\": \"expert_educational_article\",\n    \"language\": \"en-US\",\n    \"canonical_url\": \"https:\/\/cpocreativity.com\/world\/career-guidance-in-school\/\",\n    \"translation_of\": \"https:\/\/cpocreativity.com\/%d0%ba%d0%b0%d1%80%d0%b8%d0%b5%d1%80%d0%bd%d0%be-%d0%be%d1%80%d0%b8%d0%b5%d0%bd%d1%82%d0%b8%d1%80%d0%b0%d0%bd%d0%b5-%d0%b2-%d1%83%d1%87%d0%b8%d0%bb%d0%b8%d1%89%d0%b5\/\"\n  },\n  \"dates\": {\n    \"datePublished\": \"2020-08-11\",\n    \"dateModified\": \"2026-09-22\"\n  },\n  \"author\": {\n    \"type\": \"Organization\",\n    \"name\": \"Creativity Ltd.\"\n  },\n  \"publisher\": \"Creativity Ltd.\",\n  \"primary_topic\": \"Career guidance for students in the age of AI and a changing labour market\",\n  \"original_knowledge_asset\": {\n    \"name\": \"KOMPAS Career Guidance Framework\",\n    \"elements\": [\n      \"Know yourself\",\n      \"Observe and try\",\n      \"Map the market\",\n      \"Portfolio of skills\",\n      \"Adapt direction\",\n      \"Scan for change\"\n    ],\n    \"status\": \"practical editorial framework; 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their&#8230;<\/p>\n","protected":false},"author":4,"featured_media":990041,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[68],"tags":[171,172,20],"class_list":["post-990040","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-key-competencies","tag-career","tag-career-guidance","tag-school"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Career Guidance in School - Creativity Ltd.<\/title>\n<meta name=\"description\" content=\"Career 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