Abstract
In Slovenia, challenges in career counseling are particularly evident when primary school students decide on further education. The lack of systematic counseling can lead to subjective decisions that do not reflect the individual’s interests and potential. Talent Center Slovenia, with its inclusive approach and scientific testing of individual characteristics, could significantly improve this situation. Slovenia can draw on foreign examples, such as the Talent Center Graz in Austria. Empirical findings highlight the need for comprehensive career counseling sought by young people. The survey showed that 77% of respondents had difficulties choosing a secondary school, and the same percentage would welcome the existence of a counseling institution for high school selection. Additionally, 1331 (84%) respondents expressed interest in testing that would provide them with information about the most suitable career based on their personality traits, talents, and abilities. The research sample consisted of 1749 elementary school students. This indicates a great need for an individualized approach to professional development, which Talent Center Slovenia could provide. Recommendations for students, teaching staff, and management include active involvement in counseling, training on modern approaches, and support for the establishment of a Talent Center. Future research should focus on the impact of career counseling on career performance and satisfaction, and on improving the quality of counseling and its impact on society.
Author Information
Petra Cajnko, University of Maribor, Slovenia
Matej Mencinger, University of Maribor, Slovenia
Robert Repnik, University of Maribor, Sloveniaa
Borut Macuh, University of Maribor, Slovenia
Eva Klemenčič, University of Maribor, Slovenia
Paper Information
Conference: IICE2025
Stream: Counselling
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Cajnko P., Mencinger M., Repnik R., Macuh B., & Klemenčič E. (2025) Effectiveness of Career Counseling in Primary Schools ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 53-67) https://doi.org/10.22492/issn.2189-1036.2025.5
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.5
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