Curricular integration and school-based research as tools for vocational guidance

Abstract

The objective of this study is to determine how strengthening career guidance for final-year secondary school students can be achieved through curricular integration, school-based research, and the use of digital resources. Using a qualitative approach, the study implemented a design-based research methodology focused on the development of interdisciplinary teaching-learning sequences. The research was conducted with 56 students in Medellín, integrating the subjects of Spanish, religious education, and technology through a collaborative methodological guide. As part of the process, students created social cartographies, identified local issues, proposed community transformation projects, and engaged in vocational self-exploration. The findings reveal that the articulation of school research and digital tools not only fosters meaningful learning but also enhances the development of critical thinking, autonomy, and social engagement. Furthermore, this interdisciplinary experience supported students in making more informed decisions about their professional futures by linking their personal interests with real-world contexts. In conclusion, curricular integration—mediated by investigative and technological practices—emerges as a key strategy to strengthen career guidance processes.