Self-orientation and intelligent systems: guidance teaching for the development of meta-skills

Abstract

This paper offers a reflection on the role of guidance-oriented teaching in promoting self-orientation and critical thinking, focusing on the conscious use of conversational agents as a resource for interpreting and evaluating information autonomously and reflectively. In keeping with the constructivist perspective, career guidance-based disciplines are understood as educational tools capable of developing meta-skills and refining the ability to interact with intelligent systems, supporting agency and the formulation of thoughtful decisions.