Digital media in career guidance: Exploring strategies and variations in South African primary schools

The era has passed where learners' career possibilities were confined to conventional paths. It is estimated that the majority of people above the age of 13 or even younger have an account on at least one of the popular social networks such as YouTube or Instagram (Koçak et al., 2022). Some of the evidence-based benefits of this exposure are: early learning and access to career information and opportunities. Despite the ubiquitous presence of digital media in children's daily lives, its potential role in enhancing career education remains largely unexplored and underutilised (Wong et al., 2022). Academic literature predominantly centres on career guidance within secondary education contexts, resulting in a significant oversight of career-related needs among primary school learners (Otwine et al., 2022; Magee et al., 2022; van Schalkwyk et al., 2022). This qualitative research study aims to explore and describe how digital media can be utilised as a tool to aid career guidance strategies in South African primary schools. With most public schools in South Africa lacking personnel such as psychologists, counsellors, and social workers, the implementation of career guidance often falls on teachers (Modiba & Sefotho, 2019). The conundrum lies in the career services that are provided by teachers who lack the necessary expertise or information about the generational shifts occurring in the job market (Sefotho, 2017). As a result, teachers often face challenges related to their preparedness and the adequacy of existing resources to effectively guide learners through the complexities of career learning at an early age. Moreover, there is limited research on the professional development needs of primary school teachers responsible for delivering career education (Dama et al., 2020; Modiba & Sefotho, 2019). Hence, this research aims to explore teachers’ training needs to implement career guidance at primary school level using digital media as a tool. The reliance on traditional career guidance methodologies, coupled with the rapid pace of technological advancement, underscores the urgent need for innovative approaches aligned with 21st-century skills and competencies. Primary schools play a pivotal role in shaping learners' career aspirations and readiness for future employment opportunities. However, the current educational landscape fails to adequately address these critical developmental needs, particularly in disadvantaged communities where access to career services is limited (Alloph & Msonge, 2023). Grounded in a conceptual framework derived from Social Cognitive Career Theory (SCCT), Critical Media Literacy Theory (CMLT) and Systems Theory Framework (STF) of Career Development; this study will use a qualitative research methodological approach. Guided by the Explorative Research Design (ERD), this study will purposively sample four schools in Tshwane South District, Pretoria Gauteng in South Africa. Due to the diverse mix of schools in terms of size, resources, and learner demographics, this research site has the potential to generate findings that can offer insights applicable to other similar contexts within South Africa. A total of 16 qualified teachers teaching foundation and intermediate phase (grades 1-4) will be recruited to participate in the research. The data collection process will involve internet-sourced video elicitation interviews aimed at prompting answers subjective to teachers’ evaluations, thoughts, concerns and feelings about the role of digital media tools in CRL of primary school learners. This study will also use a novel approach known as the Note-as-you-Think Protocol derived from the Think-Aloud Protocol (TA) qualitative method. In integration of the two methods, participants will watch the videos and note their thoughts and reactions as they occur. This method is aimed at providing insight into participants' immediate impressions. The data will be analysed using thematic data analysis according to Braun and Clarke’s (2006) six steps of analysis. The findings of this study could reveal innovative approaches to using technology for career awareness and development, particularly in resource-constrained environments. Such research has the potential to provide valuable insights into effective methods for implementing digital tools to enhance career learning strategies while considering local contextual factors and infrastructure limitations. Lastly, the findings could benefit similar developing contexts by recommending practical guidelines for sustainable technology integration in career learning, ultimately contributing to more equitable and accessible career development opportunities for all primary school learners. References: Alloph, J. M., & Msonge, E. (2023). Challenges Facing Teachers in the Provision of Career Guidance Services to Secondary School Students in Magu District, Tanzania. East African Journal of Education Studies, 6(2). https://doi.org/10.37284/eajes.6.2.1277 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-110. https://psycnet.apa.org/doi/10.1191/1478088706qp063oa Dama, N. G., Mathwasa, J., & Mushoriwa, T. (2020). The Role of Life Orientation Teachers in Promoting Career Guidance and Counselling for Secondary School Learners. 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