Future of Jobs Report 2023  projected the possible job creation and displacements for the next 4 years, revealing a great increase in all the domains in which AI knowledge and skills will be most wanted and used (ex AI and Machine Learning Specialists, Sustainability Specialists, Business Intelligence Analysts, Information Security Analysts) whereas other domains will decrease in their demand for employees (Administrative and Executive Secretaries, Data Entry Clerks, Bank Tellers and Related Clerks) (World Economic Forum, 2023).

In these times of uncertainty and challenge, the selection of an academic path with the potential to lead to a successful career brings a complex decision-making process for adolescents. The achievement in career choices and job performance is significantly shaped by vocational interests (Rounds & Su, 2014). In this context, obtaining a clear understanding of the vocational interests of high school students belonging to Generation Z (born between 1997 and 2008) would prove particularly valuable. A substantial number of these students make decisions about their college majors during the 10th and 11th grade. If their chosen path aligns with their vocational interests, it is likely to enhance their motivation to complete college (Nye, Prasad, & Rounds, 2021), in a period when Higher education is confronted with serious drop-out rates (Eurostat Statistics, 2022). This latter source reveals that in 2022, the proportion of early leavers from education and training (ages between 18 and 24) in the EU ranged from 2.3% in Croatia to 15.6% in Romania.

According to a recent national survey in Romania focusing on Generation Z, it was found that 76% of respondents identified a passion for their work as the primary motivating factor in their job search (Romanian Business Leaders, 2022). This indicates that, for this demographic, vocational interests take precedence over financial compensation when considering employment opportunities.

As all the previous generations, Gen Z has its distinct futures, being described as more pragmatical and future-oriented compared with the more idealistic Millennials (Twenge, 2020, p. 231). Being born in a digitalized and tech world, vocational interests have also changed, as the current generation is interested in more fields of activity than the previous with an increased interest in information technologies (Roganova & Lanovenko, 2020).

 Interests are defined as a cognitive and motivational factor encompassing both engagement and participation in specific content areas. The effectiveness of interest lies in its capacity to generate a rewarding experience through the information search process (Renninger & Hidi,, 2020). Interests have a significant influence on career choices and academic achievement (Hoff, Song, Wee, Phan, & Rounds, 2020), (Stoll, et al., 2020). This is why the present research endeavors to explore the patterns or clusters of interests within the Generation Z adolescent demographic.

A key objective of the study is to ascertain whether distinct patterns of interests emerge among the cohort based on factors such as the year of the examination, age, or gender. This multifaceted approach seeks to provide a nuanced understanding of the intricate interplay between vocational interests and demographic variables, contributing valuable insights to the broader discourse on college domain decisions among adolescents.

Therefore, this research aims to address the following questions:

1. Are there variations in vocational interest preferences among high school students who took the test during the periods 2012-2014, 2015-2019, and 2020-2023?
2. Are there distinctions in vocational interest preferences between females and males across and between the established subcohorts?
3. What are the most prominently scored preferences in the Work Roles scales among the participants across and between subcohorts?
4. What types of Work Styles do Generation Z individuals predominantly favor across and between subcohorts?

A quantitative approach will be further employed for the current study. The selected variables include gender, and the year of the testing as independent variables, while the dependent variables comprise the 34 interest scales assessed in the Jackson Vocational Interest Survey (JVIS). The data collection took place between 2012 and 2023 at a career counseling center in Bucharest, Romania. The participants were evaluated as part of the counseling process they have acquired as a service of the center. The participants completed the test on a dedicated online platform under the guidance of a counselor. The sample for this study was derived by extracting data from the centers' database, adhering to specific inclusion criteria. The inclusion/exclusion criteria comprised individuals with a date of birth falling within the range of 1997 to 2007, aligning with the generational interval of Generation Z - 1997 - 2012 (Twenge, 2020). Additionally, participants included in the study were required to be between 16 and 17 years old at the time of taking the test, and specifically, they needed to be enrolled in high school. By implementing these criteria, the study ensures a targeted focus on the Generation Z cohort during their adolescent years, meaning being born between 1997 -2007 to meet the age criteria. Applying the specified criteria resulted in a sample size of 1047 participants, with 580 females and 467 males included in the study. The data was collected using the Jackson Vocational Interest Survey (JVIS). JVIS scores in a number of 34 interest scales. The interest scales are categorized into two primary groups: Work Roles scales (such as Performing Arts, Life Science, Law, Social Sciences, Elementary Education, Finance, Business, etc.) and Work Styles scales (such as Accountability, Stamina, Independence, Planfulness, Supervision, etc.). (Iliescu, Livinti, 2007). Each interest scale is evaluated on a scale ranging from 1 to 99 points. The data analysis will be based on a statistical approach and between the methods proposed to be used we mention: descriptive statistics, frequencies (to describe different variables), mean-level comparison (to compare the three subgroups by year and interest scales' scores), ANOVA (when comparing the 34 interest scales' scores across and between subcohorts), mixed-ANOVA (when adding the gender variable).

We expect our statistical analysis to reveal a complex depiction of the highest and lowest interests scales among the population of 16th-17th years old, demonstrating the multifaced nature of vocational interests. We anticipate that individuals in subgroups before and after the Covid pandemic might exhibit higher scores in scales measuring aspects of the working environment, reflecting the potential influence of significant external events on individuals' perceptions and preferences. While we do not expect to observe sex differences in vocational interests overall, we anticipate potential variations in the Writing and Academia scales, where females may score higher. Given that vocational interests play a pivotal role in both career success and subjective well-being (Harris & Rottinghaus, 2017), comprehending the trends in vocational interests among Generation Z adolescents holds significant implications. This understanding can serve as a foundation for crafting improved educational policies, including enhancements in career counseling and higher educational offerings. Additionally, insights into the vocational preferences of this demographic can inform adjustments within the future job market, facilitating a more tailored and responsive approach to meet the evolving needs and aspirations of Generation Z as they navigate their educational and professional journeys.

World Economic Forum. (2023). Future of Jobs Report 2023. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf Harris, K. L., & Rottinghaus, P. (2017). Vocational interest and personal style patterns: Exploring subjective well-being using the strong interest inventory. Journal of Career Assessment, 203–218. doi:https://doi.org/10.1177/1069072715621009 Hoff, K. A., Song, Q., Wee, C., Phan, W., & Rounds, J. (2020). Interest fit and job satisfaction: A systematic review and meta-analysis. Journal of Vocational Behavior, 123. doi:https://doi.org/10.1016/j.jvb.2020.103503 Katja, P., & Hell, B. (2020). Stability and change in vocational interests from late childhood to early adolescence. Journal of Vocational Behavior, 121. doi:10.1016/j.jvb.2020.103462 Romanian Business Leaders, (2022). Raport public, https://mailchi.mp/9c64de820779/raport-insights-pulsez-2022?utm_source=mailchimp&utm_medium=Landing+page&utm_campaign=studiu Retrieved from https://izidata.ro/. Renninger, K. A., & Hidi,, S. (2020). To Level the Playing Field, Develop Interest. Policy Insights from the Behavioral and Brain Sciences, 7(1), 10-18. doi:https://doi.org/10.1177/2372732219864705 Roganova, A., & Lanovenko, Y. (2020). Transformation of interests and motivation to learn of Generation Z. Herald of Kiev Institute of Business and Technology, 44-49. doi:https://doi.org/10.37203/kibit.2020.44.06 Stoll, G., Einarsdóttir, S., Song, Q., Ondish, P., Sun, o., & Rounds, J. (2020). The Roles of Personality Traits and Vocational Interests in Explaining What People Want Out of Life. Journal of Research in Personality, 86. doi:10.1016/j.jrp.2020.103939 Twenge, J. M. (2020). Generația internetului. București: Baroque books and art. Iliescu,D, Livinti, R (trad) (2007), Jackson Vocational Interest Survey - Manual Tehnic si Interpretativ, Cluj-Napoca, Ed. Sinapsis.