The process of career choice presents young people with complex challenges that extend beyond aligning personal interests with available apprenticeships or training opportunities (Makarova & Herzog, 2020). Gender stereotypes play a pivotal role in shaping occupational decisions, often outweighing considerations such as social prestige or personal interests (Gottfredson, 2002; Makarova & Teuscher, 2018). These stereotypes, coupled with traditional gender role expectations, further constrain career paths. For instance, young women often anticipate reduced professional engagement due to family responsibilities, while young men prioritize full-time employment (Baumgarten & Maihofer, 2021). Moreover, limited awareness of career opportunities intensifies these constraints (Faulstich-Wieland, 2014). Teachers play a pivotal role in challenging these stereotypes and broadening students’ career perspectives. To support them in this mission, digital media offer a promising avenue for gender-sensitive career guidance. This presentation addresses two central questions: How can a digital toolbox be designed to effectively support teachers in gender-sensitive career guidance? Which features of a digital toolbox are particularly effective in fostering reflection on gender roles and career choices? As part of a project funded by the Swiss Federal Office for Gender Equality (FOGE), a digital toolbox was developed to provide teachers with practical tools and resources. The primary goal of the project was to challenge gender biases and expand students' career opportunities, ensuring unbiased choices for all students, regardless of gender. To this end, the project began by assessing teachers’ needs and practical experiences. Between December 2023 and February 2024, a prototype of the toolbox was evaluated through semi-structured interviews with six teachers from lower secondary schools in German-speaking Swiss cantons. The data was analyzed using Mayring’s qualitative content analysis, employing a theory- and research-guided deductive category system (Mayring, 2022). The findings reveal that teachers often feel inadequately equipped to implement gender-sensitive approaches due to a lack of resources and training. The results underscore the need for accessible, user-friendly materials and pre-designed teaching units that can be seamlessly integrated into the classroom. These tools seem to be essential for effectively challenging gender stereotypes and fostering gender-sensitive career guidance. This presentation will provide insights into the development and evaluation of the digital toolbox, emphasizing its potential to empower teachers and promote equitable career opportunities for all students.

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