Fostering Student Guidance. A Journey Towards Self-Guided Learning in STEM Education for Secondary School Students

Abstract

This paper addresses the issue of transition, defined as the ability to navigate change, within the context of guidance for secondary school students. While the choice of university path is often influenced by partial information, family expectations and a lack of self-awareness, the prevailing paradigm in guidance places students at the centre and advocates for a change in perspective, promoting self-determination and lifelong learning capacity. However, academic guidance remains predominantly information-driven rather than rather than being personalized, and students are not always encouraged to develop self-direction skills. Therefore, this contribution presents a guidance project based on the recognition of the skills and interests of secondary school students, particularly focusing on STEM disciplines, to foster self-directed guidance.