In the last years career guidance has been one of the most vital elements in the European debate about lifelong learning strategies. Lifelong guidance as a part of the lifelong learning policy has been highlighted as the key means of increasing wellbeing as well as improving employment and productivity (Sultana 2004). Guidance enables citizens of all ages and in any phase of life analyse their own interests and skills, make educational and vocational decisions and manage their individual span of development in learning and at work (European Council 2004, European Council 2008). This definition emphasizes a client-based approach, the promotion of social equality and a more extensive examination of the concept of guidance as one of the underlying factors of a competitive economy (OECD 2004).

Generic counselling processes have been developed to help clients make effective use of Information and communication technology  (ICT) in career guidance (Sampson 2008). According to Sampson (2008) career guidance services can be designed consisting of three elements. Career services include self-help, brief staff-assisted, and individual case-managed services that are delivered by staff members to assist students in making informed and careful decisions about occupational, educational, training, and employment choices. All these elements can contain forms of web-based guidance services.

A consensus has emerged that both the counsellor and ICT have an important role to play in the delivery of enhanced career guidance services within the Internet. (Vuorinen 2006). Several innovations have emerged to supplement traditional career guidance practice. New forms of virtual tutoring and support, distribution of working life information, career planning and development are being developed. The growing popularity of web 2.0, particularly social networking tools among young people, also challenges career guidance practitioners to rethink guidance practice.

The goal of this study is to look into perceptions of guidance practitioners regarding their role of the Internet and social media in delivering career guidance services. First, we will examine how practitioners see the role of ICT in information, advice and guidance. Second, we intend to survey the penetration of social media and web 2.0 applications among career guidance practitioners and third we analyse what is the relationship between use of ICT and nature of their guidance pratice.

European Council 2004. Draft Resolution of the Council and of the representatives of the Member States meeting within the Council on Strengthening Policies, Systems and Practices in the field of Guidance throughout life in Europe. Council of the European Union, 18 May 2004 (Brussels, EU). European Union 2006. Decision no 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning (Brussels, EU). OECD (2004) Career Guidance and Public Policy; Bridging the Gap (Paris, OECD). Sultana, R. (2004) Guidance Policies in the Knowledge Society (Luxembourg, Cedefop). European Council 2008. Draft Resolution of the Council and of the Representatives of the Government of the Member States, meeting within the Council, on better integrating lifelong guidance into lifelong learning strategies. Council of the European Union, 31 October 2008. Brussels, EU. Sampson, J. P., Jr. (2008). Designing and implementing career programs: A handbook for effective practice. Broken Arrow, OK: National Career Development Association. Vuorinen, R. 2006. Internet ohjauksessa vai ohjaus internetissä. Koulutuksen tutkimuslaitos. Jyväskylä.