Next Step: How can Finland’s existing upper secondary school career counselling system effectively support students’ mental health needs?

Introduction 

Career guidance constitutes an important component of the Finnish education system,  especially at the general upper secondary school level. Indeed, the Act on General Upper  Secondary Education (714/2018) states that all students are entitled to academic, personal, and  career guidance. In line with such legislation, current policies and Finnish curricula highlight  the importance of providing career guidance services of high quality at this level of education. 

For instance, the Finnish National Core Curriculum (NCC) for General Upper  Secondary Education of 2019, implemented since 2021, states that guidance counselling aims  to support students in developing the necessary competences and knowledge for them to further  their education and successfully contribute to society (main goal) (EDUFI, 2025b). In line with  that, the curriculum highlights that all students should benefit from support to plan for their  future studies and transition into the working life (sub-goal) (EDUFI, 2021). To achieve this,  students should benefit from scheduled activities as well as personal and group counselling  (Cedefop, 2021). Besides, they have the right to receive career guidance services for one year  after they finish upper secondary education (Toni & Vuorinen, 2020). 

Despite such efforts to support students in their career endeavours, there is still a gap  between the goals of career guidance set in the NCC and the outcomes related to students’  mental health in the career domain. As detailed above, guidance counselling and,  particularly, career guidance is devoted to support students in developing relevant skills so they  can continue their education and contribute to society and surrounding communities (EDUFI,  2025b). However, students have encountered difficulties in mastering the necessary skills to  address mental health issues, which negatively impacts their career and overall development. 

For instance, burnout levels among general upper secondary school students in Finland  has increased in the last decade (Read et al., 2022; Söderholm 2024). In line with that,  Parviainen (2025) identified that 20% of students who participated in her study reported signs  of psychological ill-being during their first year of general upper secondary education. Such  mental health challenges negatively impact students’ career development as these limit their  ability to engage in career exploration processes, identify their strengths and interests, and  examine further career paths that align with their aptitudes (Koivisto, 2010). As a result, they  could experience difficulties when transitioning from general upper secondary school to higher  education or into the workforce. In addition, Koivisto (2010) and Kavlak (2018) identified that  students usually express the need to learn how to navigate mental health challenges when  seeking career counselling and support in Finland. 

It is important to note that the gap between the goals of career guidance and the  outcomes related to students’ mental health in the career domain (main problem) remains due  to certain factors (sub-problems). One of these is that career guidance policies do not prevent  students from setting high expectations for themselves. It is worth mentioning that the NCC  for General Upper Secondary Education offers guidelines about the main subject areas students  should pursue at this level of education (EDUFI, 2025b). However, certain schools do not have  a clear policy that sets a limit on the number of courses students can take each year nor does it  offer a strategy to guide students through the course selection process (Kavlak, 2018; Suwalska,  2024). Thus, some students take a high number of courses because they have high expectations  for their future but are uncertain about the career path they will pursue. Therefore, they  overprepare by enrolling in many classes (Kavlak, 2018; Suwalska, 2024). However, it has been  noted that high internal and external pressures to meet academic or career expectations contribute to high levels of burnout among general upper secondary school students (Kaleva,  2023; Parviainen et al., 2021). 

Within this context, it is important to recognise that the lack of a policy setting a limit  on the number of courses students should take reflects the prevalent flexibility within the  Finnish educational culture. While this flexibility allows students to choose different courses  and personalise their learning experience, a clear guidance strategy on course selection is also  necessary (Sahlberg, 2007). This strategy should be part of career guidance policies at schools  to help students set appropriate future expectations, and prevent course overload and burnout,  particularly when they choose courses as part of their preparation for post-secondary education. 

In addition, the aforementioned gap is due to insufficient access to resources that help  students develop skills to manage mental health issues within the career domain. Another  element that characterises Finnish educational culture is lifelong guidance, which refers to the  “activities and services that allow individuals of all ages to make meaningful education, career  path and income plans and decisions” (Ministry of Economic Affairs and Employment [MEAE,  2024). Consequently, it is essential that upper secondary school students do not only receive  information on how to prepare for university examinations but also reinforce personal and  career management competences that contribute to long-term positive outcomes in terms of  their well-being, career development, and societal contributions (MEAE, 2024). 

In the Finnish educational context, school counsellors are responsible for providing  support in the academic, socio-emotional, and career domains (EDUFI, 2025a). Therefore, in  addition to referring students to external mental health professionals when necessary, they  should also implement initiatives that help students develop relevant skills to manage mental  health issues. Hinkelman and Luzzo (2007) highlight the importance of taking into account the  interaction between career and mental health challenges when designing strategies aimed at  strengthening students’ career development. However, mental health concerns have not been  prioritised in large-scale career intervention programmes or career guidance policies in Finland  (Koivisto, 2010). Thus, students do not have enough access to resources that support them in  developing the necessary skills to manage mental health challenges, which limits their  capability to make informed decisions regarding their future studies and career path (Marks et  al., 2021). 

Furthermore, the previously mentioned gap has remained due to the insufficient  opportunities to interact with professionals to address career concerns. In this regard, the  NCC states that students should have opportunities to apply the knowledge and skills they have  learned into real-world scenarios. However, these opportunities are limited at the general upper  secondary school level, particularly throughout the career exploration process (Kavlak, 2018).  Even though certain schools organise visits to companies for interested students, this is not a  practice widespread across the country. In addition, students have limited opportunities to  connect with professionals who are working in their field of interest and address any career  concerns they may have, which increases their stress levels (Kavlak. 2018). Therefore, it is  essential to develop a nation-wide initiative that provides students with continuous  opportunities to connect with professionals, ask questions and address potential concerns,  helping to reduce stress as they prepare for post-secondary education. 

Considering the current gap between the goals of career guidance set in the NCC and  the outcomes related to students’ mental health in the career domain, the following research question has been proposed: How can Finland’s existing upper secondary school career  counselling system effectively support students’ mental health needs?

Theoretical framework 

Career development 

Career development constitutes a dynamic process that allows individuals to design,  advance and/or change their career paths throughout their life. It involves developing skills and  acquiring knowledge to set viable goals regarding future studies and career aspirations (Career  Development Institute, n/d.; Chen, 1998). Career development is reflected in vocational  behaviour as individuals make several decisions to prepare themselves and achieve their career  goals. In this regard, theories such as the Cognitive Information Processing (CIP) Theory offer  a detailed analysis of how individuals’ vocational behaviour is developed (Marks et al.,  2021).  

Cognitive Information Processing (CIP) Theory 

The CIP Theory is a theoretical framework that offers valuable insights in the career  counselling field. It conceptualises vocational behaviour as the career choices individuals  make regarding their education (e.g., the major they will pursue), occupation (their professional  activity or job), and employment (the specific position they will apply for or hold) (Sampson et  al., 2020). To make these choices responsibly, individuals need to engage in career exploration  processes where they evaluate potential career paths based on their interests and resources. 

In this regard, the CIP theory involves two mini theories, one of which is the CIP of  vocational behaviour. This focuses the processes that underlie individuals’ career choices  throughout their life, such as to what extent they are exploring different paths they are interested  in pursuing (career exploration) (Marks et al., 2021). This mini theory argues that the elements  involved in the career exploration process are organised in a pyramid of information  processing domains, which comprises three levels: self and options knowledge, decision making skills, and executive (metacognitive) processing (Marks et al., 2021; Sampson et al.,  2020). 

Concerning the decision-making skills domain, the CASVE Cycle offers a detailed  analysis of the stages involved when making career-related decisions. (Marks et al., 2021;  Sampson et al., 2020). First, the Communication stage focuses on addressing the gaps between  the individuals’ current situation and their desired state within the career domain. As part of  this process, career counsellors should examine external and internal pressures that could  impact the individuals’ current situation (Marks et al., 2021). Then, the Analysis and Synthesis  stages focus on exploring and pre-selecting, along with the student, options related to future  studies and career paths that align with their interests, aptitudes, and resources. Finally, the  Valuing and Execution stages focus on analysing the benefits and costs of the most important  options for the student, and based on that, designing a plan to execute these options (Sampson  et al., 2020). 

It is important to note that the CIP of vocational behaviour and the individual’s mental  health are highly related (Marks et al., 2021). For instance, students who experience high levels  of stress could have difficulties to analyse different career paths that align with their aptitudes  and, therefore, encounter challenges when committing to a plan. Similarly, if students perceive  insufficient progress throughout their career exploration process, they could experience high levels of anxiety (Sampson et al., 2020). Therefore, it is essential that students’ mental health  issues are addressed as part of the career exploration and decision-making processes. This is the focus of the second mini theory: the CIP of career intervention. This mini  theory proposes a Differentiated Service Delivery Model to implement career counselling  initiatives, based on students’ level of readiness. It states that students with high levels readiness  tend to have low external pressures and do not usually experience serious mental health issues,  which make them feel capable of engaging in career exploration processes (Sampson et al.,  2020). Therefore, they will benefit from guidance in specific topics and can even explore by  themselves resources recommended by their counsellors. Students with moderate levels of  readiness either have external pressures to succeed in their future careers or feel less capable of  engaging in career exploration processes due to occasional mental health issues (Sampson et  al., 2020). These students benefit from brief staff-assisted services (Sampson et al., 2020)  (e.g., drop-in sessions and group workshops on setting appropriate expectations and managing  stress when exploring careers). 

On the other hand, students with low levels of readiness have both external pressures  and low capability to explore career paths due to mental health issues (e.g., high levels of stress,  negative self-talk) (Marks et al., 2021). These students need long-term guidance. Even though  school counsellors should evaluate if they can be referred to a psychologist or other  professional, they should also implement initiatives to enhance individuals’ well-being  throughout their career exploration processes (Sampson et al., 2020). These activities could  focus on helping students discover their interests and aptitudes in a low-stress environment,  addressing career concerns they may have, and minimising negative self-talk when exploring  future educational and career paths.

Piloting of the research 

Methodology 

This study employs a qualitative research approach (Appendix A), utilizing semi structured interviews to explore students’ experiences with career counseling regarding mental  health issues. The approach allows in-depth understanding and provides rich, detailed insights  into students’ perceptions, challenges, and suggestions regarding career counseling services.

Participants 

A convenience sampling method was used for feasibility in the early research stages.  Participants included two general upper secondary school students—one in their second year  and the other in their third. Both transferred to Finnish schools during middle primary school  and now attend public schools in different cities, one in Espoo and the other in Helsinki. 

Data Collection 

Semi-structured interviews were conducted to allow flexibility while ensuring key  topics were covered, creating an open and comfortable discussion environment. One interview  was conducted in person, the other online. A pre-designed set of fourteen questions (Appendix  B) covered three main themes: mental health challenges, career counseling gaps, and suggested  improvements. Follow-up questions were used to gain deeper insights. Ethical considerations  included obtaining guardian and student consent, ensuring confidentiality, and securing  permission before recording interviews. 

Data Analysis A thematic analysis approach was used to analyze the interview data. This method was  chosen to identify recurring themes in students’ responses regarding their satisfaction with  career counseling services, the influence of emotional factors such as stress on career decision making, and their recommendations for improving career counseling to better support mental  health needs. 

Results and Analysis 

Positive Aspects of Career Counselling 

Students expressed overall satisfaction with career counseling and with mental health  support. Student L noted that Finnish high schools provide excellent guidance, with teachers  actively fostering emotional well-being. Another student highlighted access to psychologists,  curators, and nurses. While some students have clear career goals early on, others explore  different subjects before deciding. However, strong career counseling support helps prevent  severe anxiety about future prospects. 

These accounts reaffirm that mandatory career counseling enhances student well-being,  aligning with Finland’s General Upper Secondary Education Act (Lukiolaki, 714/2018).  Schools integrate career counseling systematically, offering semester-long courses with four  sessions per semester, each lasting 75 minutes. 

Finnish schools also promote well-being by encouraging balanced academic  expectations. Student L reported minimal pressure from teachers, parents, or himself, avoiding  significant stress. Additionally, Finland’s emphasis on student well-being and the absence of  high-stakes exams create a low-stress environment that supports both academic and personal  development. 

Challenges and Student Perspectives 

Despite its benefits, students also face challenges in career counseling related to mental  health. Student L noted that the first year of upper secondary school is a major transition, with  increased coursework complexity and volume. Previously confident in mathematics, he  struggled in first-year exams, leading to frustration and self-doubt. These experiences align  with Parviainen (2025), who identified early mental health challenges among first-year  students, suggesting that this transition impacts psychological well-being. 

Another student, despite receiving guidance on course load, opted for a heavier  workload due to high personal expectations. The resulting stress and exhaustion, especially  while exploring career paths, support research findings that excessive academic pressure  contributes to student burnout (Kaleva, 2023; Parviainen et al., 2021). 

Improvement Areas in Career Counselling 

Supporting students in managing academic and emotional challenges is vital in career  counseling. Student L shared that during his transition to upper secondary school, he chose to  handle difficulties independently rather than seeking help. This highlights the need to foster  self-reliance while addressing mental health. We propose providing students with diverse  support platforms, including learning materials, self-help tools, and safe spaces for peer  discussions. 

Sharing best practices in mental health support can enhance career counseling. One  student recalled that their school offered meditation but lacked widespread implementation.  This underscores the need for a national platform where Finnish upper secondary schools can  exchange successful initiatives. This insight inspired the development of an online resource sharing platform to improve collaboration and mental health support in career counseling.

Design concept and justification 

The design concept revolves around the creation of a comprehensive, user-friendly  website aimed at supporting upper secondary school students in Finland by addressing their  mental health needs within the context of career guidance. This platform has been designed  under the CIP Theory and the Driver Diagram Framework (Bennet & Provost, 2015); therefore,  it aims to help students feel supported in managing mental health challenges as they navigate  their career exploration processes (outcome). To achieve this, the website is divided into two  main sections: School-based Resources and Independent Resources. Each section is tailored to  meet the specific needs of students, with a focus on enhancing self-awareness and self-regulation,  prioritizing setting achievable goals, and increasing accessibility to mental health and career-related resources (Change concept - CC). 

Figure 1. Driver Diagram as a base for the design concept 

School-Based Resources 

This section is designed to be integrated into the school curriculum and structured  around the three years of general upper secondary education. Each year focuses on different  aspects of career development and mental health, gradually building students' skills and  knowledge. 

∙ Year 1: the focus is on self-awareness and self-exploration (CC). Students engage in  activities, such as workshops and group sessions that help them identify their strengths  and interests while addressing early signs of burnout or academic stress (SCI). These  activities align with the Communication stage of the CASVE Cycle, where students learn  to identify gaps between their current state and desired career goals (Marks et al., 2021). 

∙ Year 2: the focus shifts to setting achievable goals (CC) during career exploration to foster  self-monitoring (SD) and, consequently, ensure responsible decision-making among  pupils (PD). Such decision-making skills correspond to the Analysis and Synthesis stages  of the CASVE Cycle. Students explore conventional and non-conventional career paths,  aligning their choices with their interests, aptitudes, and resources. The sessions include  discussions on how mental health challenges (e.g., anxiety or self-doubt) impact career  decision-making, and strategies to overcome these challenges (SCI) (Koivisto, 2010;  Walker & Peterson, 2012). 

∙ Year 3: the focus is on career execution and transition planning, corresponding to the  Valuing and Execution stages. Students evaluate the benefits and costs of their chosen  career paths, reaffirm their achievable goals (CC), and develop concrete plans for transitioning to higher education/workforce. The sessions also address the emotional and  psychological challenges associated with this transition, such as fear of failure or  uncertainty about the future (SCI). That way, students have access to mental health  resources (SD) to manage these emotions and build resilience (which is a skill to enhance  mental health in the career domain: PD), ensuring a smoother transition to post-secondary  life (Halonen, 2020; Marks et al., 2021). 

Independent (Self-Directed) Resources  

This section contains additional resources (SCI) to increase access (CC) to career  exploration tools and mental health materials that students can explore on their own. It includes  resources such as: 

∙ Interactive Career Exploration Tools: These tools allow students to explore different  career paths based on their interests, skills, and values. The tools are designed to promote  self-awareness (SD) and, consequently, self-efficacy (a skill to enhance mental health:  PD) by helping students identify their strengths and areas for improvement (Sampson et  al., 2020). 

∙ Mental Health Resources: Articles, videos, and exercises (SCI) focused on managing  stress and anxiety, helping students develop executive processing skills (self-monitoring)  (SD), essential for making informed career decisions (PD) (Marks et al., 2021). 

∙ Alumni and Professional Networks: Students have access (CC) to alumni and  professionals in their fields of interest, who will provide constructive feedback (SD) and  answer career related questions. That way, relatedness between students and their mentors  will increase (PD), addressing the gap in real-world interaction previously identified  (Kavlak, 2018). 

Justification and Academic Argumentation 

Based on the CIP Theory, Marks et al. (2021) states that mental health challenges, such  as stress and anxiety, can significantly impact students' ability to engage in career exploration  and make informed decisions. By integrating mental health resources into the career guidance  process, the website aims to address these challenges and promote holistic development. 

Figure 2. CIP Theory as a base for the design concept 

The structure of the website also aligns with the Finnish National Core Curriculum  (NCC), which emphasizes the importance of lifelong guidance and career management skills.  The NCC highlights the need for students to develop self-awareness, decision-making skills and career management competences to ensure a smooth transition to higher education or the  workforce (Finnish National Agency for Education, 2021). The website's focus on these  competences, particularly through the CASVE Cycle and Driver Diagram, ensures that students  are well-prepared to navigate the complexities of career decision-making. 

Figure 3. Overview of the design concept: Youth Mental Health Hub (website)

Link to the website: 

https://sites.google.com/u/0/d/10Ht9jtKqa_W3ClrUJwUq4ZsKJUzoKPBl/p/1PwNVX76hIwu 1Ne6VDTctO_geWiwP5MMm/preview

Peer feedback 

Counting on peer feedback throughout the different phases of the project has been  fruitful. At first, we were focusing our main problem on the gap between career counselling  policies and specific mental health outcomes within the career domain (e.g., anxiety, burnout).  However, after presenting our advances, we were suggested to address mental health challenges  in general. This suggestion was based on the limited literature available, as this constitutes a relatively new research topic within the Finnish context. In addition, we identified that certain  mental health challenges are interconnected - e.g., constant academic stress can lead to higher  levels of burnout (Parviainen, 2025). Therefore, we came to the decision that it would be  effective to address mental health in general (first iteration) and, for future studies, focus on  specific mental health challenges. 

Furthermore, by discussing our main problem with the teacher and classmates, we were  encouraged to reflect on the extent to which mental health needs should be addressed in career  guidance policies and career-related nationwide programs. For this, we refined our research and  decided to address the main problem through the lens of the CIP Theory (second iteration). One  of the strengths of the CIP Theory is its focus on the intersection between mental health and  vocational behaviour as it states that mental health challenges negatively impact students’  readiness to make career-related decisions (Marks et al., 2021). Thus, mental health needs and  career concerns should be addressed in tandem (Halonen, 2020). Therefore, we opted to  continue focusing on the importance of prioritising mental health needs in career guidance  policies, while also grounding our research questions in the CIP Theory. 

When creating our design concept, we also had the opportunity to engage in insightful  discussions with our classmates, who offered valuable feedback. For instance, through the  “Wild ideas” exercise, we were inspired to create a digital initiative that improves the access to  mental health resources in the career domain. This suggestion aligned with the results obtained from our pilot since the interviewed students highlighted that they would benefit from activities  that help them set appropriate expectations when preparing for post-secondary education. Based  on that, we opted to design a website (third iteration), instead of a written document, that could  be part of a nationwide initiative to address students’ mental health needs in the career domain.  

However, when presenting our design concept to obtain more feedback, we were told  that strategies like meditation are not factors that support mental health in a direct way, and that  it was better to choose other resources for the website. Based on that, we searched more  literature and identified that meditation, particularly mindfulness meditation, allows students to  release stress and enhance their psychosomatic health. Nonetheless, this strategy should be  complemented by long-term counselling (Erbe & Lohrmann, 2015; Yang et al., 2009).  Therefore, we opted to include mindfulness meditation apps on the website to help reduce stress  levels among students. Besides, we included resources for counselors to use in group and  individual sessions, such as self-care journals, self-awareness workshops, and activities to  mitigate negative self-talk, all aimed at promoting mental health in the career domain (fourth  iteration).

Effectiveness and impact 

Effectiveness and limitations of the design concept 

The proposed website effectively integrates career guidance and mental health support,  addressing the interconnected challenges faced by upper secondary students. As outlined in the  design concept, it is aligned with the CASVE Cycle, ensuring a progressive build-up of skills  and knowledge throughout the three years of secondary education. By incorporating both  school-based and independent resources, the website would provide a comprehensive support  system tailored to students with varying needs and learning preferences. 

One of the main benefits of this approach is its holistic nature. Rather than treating  career counseling and mental health as separate domains, it integrates self-awareness and resilience into career development. According to the Yankelovich Center for Social Science  research (2019), high school students gain two key benefits from attending alumni engagement  events: practical knowledge and motivation through alumni interactions. By including alumni  networks, the approach addresses the gap in real-world exposure for students making career  decisions. Furthermore, the adaptability of the platform to different educational settings makes  it a scalable solution that can be integrated into existing career education programs. The website  can be implemented in multiple schools with relatively low long-term costs. Basic ones can  range from a few hundred euros to approximately €6,000, while custom platforms may cost  between €6,000 and €15,000. Larger corporate-level platforms can exceed €50,000 (WPKY,  n.d.). However, once developed, the website can be used across schools, making it a cost effective solution over time. 

However, certain limitations must be considered. Schools with limited resources or staff  expertise in mental health support may face challenges in execution. Additionally, while  independent resources offer flexibility, they rely on students’ motivation and digital literacy to  engage effectively. Not all students proactively seek help, and those experiencing severe mental  health issues might require more in-person professional support than a website can provide. So,  this material can be used as a supplementary tool. 

To enhance accessibility and engagement, future improvements could include  developing a mobile-friendly version or developing an AI-driven chatbot for real-time  guidance. Regular user feedback collection and data analysis would help refine the platform  based on student and educator experiences. Additionally, offering online training modules or  collaborating with mental health organizations could support teachers in effectively  implementing the platform. 

Situating the concept in current educational and societal contexts and fitting into  educational sciences and society as a whole 

This concept aligns with current educational trends and policies that emphasize holistic  student development (Finland education hub, 2023). In Finland, for example, the National Core  Curriculum (NCC) prioritizes lifelong career management skills, making this website a  valuable supplementary resource. Through interviews, we identified gaps between existing  policies and the actual outcomes of career counseling, particularly regarding mental health.  These include limited access to future-oriented strategies for enhancing mental health and  insufficient opportunities for students to interact with professionals to address career concerns.  The proposed website serves as a bridge to fill these gaps by providing necessary resources and  structured guidance. 

From an educational sciences perspective, this concept aligns with research on the  importance of cognitive and emotional development in decision-making. Career courses based  on the Cognitive Information Processing (CIP) theory effectively improve students’ career  knowledge and decision-making, cognitive information processing skills and anxiety about  career concern (Osborn et al., 2020). The CASVE Cycle plays a key role in equipping  individuals with the knowledge to become independent career decision-makers, providing a  framework for future decisions while enhancing critical thinking about careers (Sampson,  Peterson, & Reardon, 1989). Integrating these theories into career education ensures a  structured approach, supported by empirical research on effective career counseling. In  practice, this concept could contribute to policy discussions on integrating career education and  mental health support in schools. By providing a structured online platform, it could reduce the burden on school counselors while making guidance accessible to a broader audience. This  aligns with Finland’s goal of fostering independent, lifelong learners ready for both academic  and professional transitions. 

Societal trends indicate an increasing need for mental health support within  education. The rise of anxiety and depression among young people (EDUFI, 2025b), the  growing stress levels, digitalization of education, and labor market uncertainty all underscore  the importance of this platform. Addressing mental health within career guidance has broader  societal implications, potentially leading to better workforce preparedness and overall well 

being among young adults (Robertson, 2013). We believe students who develop self-awareness  and resilience early on may be better equipped to handle career uncertainties, reducing the  likelihood of job dissatisfaction and burnout later in life. The platform’s focus on self-directed  learning also promotes a crucial skill in today’s rapidly changing job market and academic  context. 

In conclusion, while the design concept presents a well-rounded approach to career  guidance and mental health, its success depends on institutional support, funding, and  continuous adaptation to user needs. Future enhancements should focus on accessibility and  professional support integration to maximize its effectiveness and long-term impact. By  integrating mental health support into career counseling, this initiative not only promotes  student well-being but also contributes to a more mentally resilient, adaptable and career-ready  workforce, ultimately benefiting both individuals and society as a whole.

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Robertson, P. (2013). Career guidance and public mental health. International Journal for  Educational and Vocational Guidance, 13(2), 155-167. https://doi.org/10.1007/s10775- 013-9246-y Project file can be downloaded here: https://drive.google.com/file/d/1zMhQB4p2ovnK0iTTnqIUDLAf1fLSnx6v/view?usp=sharing About the author This group project was developed by Ichiro Hondo, Lucia de Gregorio, Daniela Alama, and Danyu Yang, students from the Changing Education program. As part of the Topical Issues in Education course, their collaborative work explores key contemporary challenges and developments within the field of education. Drawing on diverse perspectives and interdisciplinary approaches, the group aims to contribute thoughtful analysis and innovative insights to the ongoing discourse in educational studies.