The digitalization of career guidance and vocational training has become a central theme in European education policies, reflecting a broader movement toward using technology to support students in navigating educational transitions. This symposium explores the theoretical foundations, empirical findings, and practical applications of game-based digital tools in career guidance. A central question is how these tools can effectively guide students in making informed educational and professional decisions. The papers presented in this symposium explore different dimensions of digital career guidance, shedding light on how digital tools can address gender biases, enhance career adaptability, facilitate educational transitions, and re-entering education (Driesel-Lange et al., 2019; Keller et al., 2023; Makarova et al., 2017; Stalder et al., 2022).

• The first paper (Hoffelner et al.; Switzerland) examines how gaming experiences can address gendered skill gaps in career planning among adolescents. Drawing on Bartle’s taxonomy, the Life Design model, and gaming principles, it demonstrates how games help develop critical skills such as collaboration and teamwork. The study underscores the potential of integrating game design workshops into vocational orientation programs to enhance collaboration, teamwork, and self-reflection, particularly for male students whose gaming preferences may not inherently promote these skills. This research reinforces the idea that digital tools, when strategically applied, can bridge gender gaps and equip students with the competencies needed for informed career decisions.
• The second paper (Lindner & Makarova; Switzerland) focuses on equipping teachers with accessible resources and training to deliver gender-sensitive career guidance. Through an analysis of semi-structured interviews with teachers, the study highlights the importance of user-friendly digital tools that can be seamlessly integrated into classroom instruction. The research findings emphasize that equipping teachers with digital career guidance tools is crucial for disrupting gender biases and fostering a more inclusive career decision-making process. This study contributes valuable insights into the design and implementation of digital interventions that can empower educators to cultivate gender-sensitive career learning environments.
• The third paper (Susni; Norway) introduces ThiGro®, a digital reflection board game designed to enhance career learning and support transitions. Through fostering collaboration, problem-solving, and growth mindsets, the ThiGro® games facilitate meaningful career reflections among students. The study underscores the importance of interdisciplinary collaboration in designing effective digital career guidance tools, involving educators, researchers, and technology experts. The scalability and adaptability of the ThiGro® platform highlight the potential of gamified career learning models to support diverse student populations across different educational contexts.
• The fourth paper (Pérez Albo; Spain) broadens the scope of digital career guidance by addressing educational reintegration for individuals creating their vocational itinerary or who have left formal education. This study explores how digital media can serve as a vital resource by identifying key barriers to reintegration and trace different digital resources that contribute to tailored guidance pathways. This research highlights the transformative potential of digital tools in promoting lifelong learning and ensuring that individuals who leave the education system have viable pathways to return or to follow their personal goals.

Overall, this symposium contributes to advancing career guidance by examining country-specific contexts, showcasing innovative digital tools, and critically assessing their challenges and opportunities.

Driesel-Lange, K., Makarova, E., & Kieslich, K. (2019). Bildung über Berufe mit Serious Games? Potenziale zur Förderung gendersensibler Berufsorientierung. In F. Gramlinger, C. Iller, A. Ostendorf, K. Schmid, & G. Tafner (Eds.), Bildung = Berufsbildung?! Beiträge zur 6. Berufsbildungsforschungskonferenz (pp. 353-366). wbv. https://doi.org/10.3278/6004660w353 Keller, C., Makarova, E., & Döring, A. K. (2021). Förderung der Exploration im Berufswahlprozess mit Serious Games am Beispiel von like2be. In U. Weyland, B. Ziegler, K. Driesel-Lange, & A. Kruse (Eds.), Entwicklungen und Perspektiven in der Berufsorientierung: Stand und Herausforderungen (1st ed.). Bundesinstitut für Berufsbildung. Keller, C., Makarova, E., & Döring, A. K. (2023). Career choice with the serious game Like2be. International Journal of Game-Based Learning, 13(1), 1–18. https://doi.org/10.4018/IJGBL.327788 Stalder, B. E., Nägele, C., Marciniak, J., Schmid, S., Hell, B., & Pässler, K. (2022). Reflexion im Berufswahlprozess—Notwendig und doch so schwierig [Reflection in the career choice process—necessary yet so difficult]. Dokumentation der Tagung. PH Bern, PH FHNW, APS FHNW. https://zenodo.org/record/7413844