Involving Students in the Design of Pathways for Transversal Competencies and Orientation (PCTOs) to Enhance the Guiding Value of the Experience. A Mixed Methods Study

Abstract

The constant changes in the labor market require education and training systems to better prepare students to meet
the growing demand for highly skilled workers. The Paths for Transversal Competencies and Orientation (PCTOs) aim to
strengthen students’ career readiness by facilitating the connection between theory and practice and developing skills
useful for the school‐to‐work transition. This study, part of a Nationally Relevant Research Project, aims to assess the
level of student involvement in the design of PCTO programs and the role that such involvement plays in the perception
of the coherence and usefulness of the pathway and in career preparation. A mixed‐methods approach was adopted,
involving a sample of 745 students from two secondary schools. Students were administered a structured questionnaire;
subsequently, in‐depth insights were gathered through focus groups with a selection of students on a voluntary basis.
The results show that greater involvement in the design phase is associated with a higher perception of coherence and
usefulness of the program, fostering greater clarity regarding professional goals. However, several critical issues emerge,
particularly concerning the limited customization of the pathways and the perceived lack of decision‐making autonomy
among students. Although the ministerial guidelines on PCTO recommend implementing the programs through a codesign
process shared with students, the evidence presented clearly highlights the absence of a clear and structured
planning process capable of ensuring the effectiveness of the pathways.