Enhancing students’ awareness of guidance through an AI Chatbot: results from a pilot study in upper secondary education

Abstract

This pilot study presents the results of a career guidance intervention conducted with upper secondary school
students, implemented through the integration of a generative artificial intelligence chatbot (ChatGPT-4) and
the Career Story Interview (Savickas, 2016). Pre-post intervention quantitative analysis reveals statistically significant increases in overall career awareness, with particularly pronounced effects in motivational awareness.
The qualitative analysis undertaken identified significant gender differences in identification processes with
media role models and in narrative strategies of identity construction. Whilst exploratory in nature, the study
aims to provide preliminary evidence regarding the potential of AI chatbots as catalysts for narrative reflection
within guidance processes, in accordance with the principles of Career Construction Theory, thereby contributing to scholarly debate concerning generative artificial intelligence devices within the context of school-based careers guidance practices.