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|title=Social media as a tool for career guidance in higher education
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|authors=Viktoriia V. Tkachuk,Yuliia V. Yechkalo,Olena A. Bielikova,Tamila H. Kolomoiets,Viktoriia M. Zinchenko,Serhiy O. Semerikov
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==Social media as a tool for career guidance in higher education==
https://ceur-ws.org/Vol-3918/paper321.pdf
Viktoriia V. Tkachuk et al. CEUR Workshop Proceedings 282–292
Social media as a tool for career guidance in higher
education
Viktoriia V. Tkachuk1 , Yuliia V. Yechkalo1 , Olena A. Bielikova2 , Tamila H. Kolomoiets2 ,
Viktoriia M. Zinchenko3 and Serhiy O. Semerikov2,4,5,1,6
1
Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine
2
Kryvyi Rih State Pedagogical University, 54 Universystetskyi Ave., Kryvyi Rih, 50086, Ukraine
3
Kryvyi Rih Educational and Scientific Institute of Donetsk State University of Internal Affairs, Faculty № 2, 21 Stepana Tilhy Str.,
Kryvyi Rih, 50006, Ukraine
4
Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
5
Zhytomyr Polytechnic State University, 103 Chudnivsyka Str., Zhytomyr, 10005, Ukraine
6
Academy of Cognitive and Natural Sciences, 54 Universytetskyi Ave., Kryvyi Rih, 50086, Ukraine
Abstract
Social media has revolutionised the landscape of career guidance in higher education, affording unprecedented
opportunities for students, educators, and career advisers to connect, share insights, and access real-time pro-
fessional development resources. This article explores the transformative impact of social media on career
guidance practices, with a particular focus on its role in delivering personalised support, facilitating networking
with industry professionals, and exposing students to diverse career paths through interactive platforms. The
methodology section outlines a systematic approach to leveraging social media for effective career guidance,
incorporating a three-tiered system of engagement, monitoring, and evaluation. An experimental study investi-
gates the effectiveness of implementing social media-based career guidance under specific pedagogical conditions.
The results confirm the hypothesis that social media can significantly enhance career guidance outcomes when
supported by appropriate strategies and frameworks. This research highlights the potential of social media as a
powerful tool for empowering students in their career development journey and underscores the importance of
integrating digital technologies into modern career guidance practices.
Keywords
social media, career guidance, higher education, professional development, networking, digital technologies,
pedagogical conditions, student empowerment
1. Introduction
Social media has revolutionised career guidance in higher education, offering unprecedented opportu-
nities for students, educators, and career counsellors to connect, share insights, and access real-time
professional development resources. This digital transformation enables universities to deliver per-
sonalised career support, facilitate networking with industry professionals, and provide students with
valuable exposure to diverse career paths through interactive platforms.
The transformation of social networks from mere communication tools into educational resources
has been remarkable over the past two decades. During the post-COVID era, social media has become
increasingly prominent in higher education, with educators and students utilising these platforms not
only for information gathering but also for focused educational purposes.
According to the Digital 2021: Global Overview Report, 4.2 billion people worldwide – approximately
half of the global population – use social networks for business, news, marketing, or education [1].
AREdu 2024: 7th International Workshop on Augmented Reality in Education, May 14, 2024, Kryvyi Rih, Ukraine
" viktoriya.tkachuk@gmail.com (V. V. Tkachuk); uliaechk@gmail.com (Y. V. Yechkalo); elenbelikova@ukr.net
(O. A. Bielikova); tamilak2561@gmail.com (T. H. Kolomoiets); vicik-210898@ukr.net (V. M. Zinchenko);
semerikov@gmail.com (S. O. Semerikov)
~ https://kdpu.edu.ua/personal/thkolomoiets.html (T. H. Kolomoiets); https://dnuvs.ukr.education/kafedry/ksg-ta-zpd
(V. M. Zinchenko); https://acnsci.org/semerikov (S. O. Semerikov)
0000-0002-5879-5147 (V. V. Tkachuk); 0000-0002-0164-8365 (Y. V. Yechkalo); 0000-0001-7074-5030 (O. A. Bielikova);
0000-0002-7321-0901 (T. H. Kolomoiets); 0000-0003-3080-4272 (V. M. Zinchenko); 0000-0003-0789-0272 (S. O. Semerikov)
© 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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Viktoriia V. Tkachuk et al. CEUR Workshop Proceedings 282–292
Social media platforms serve as Internet resources populated by society, including Wikipedia, YouTube,
Facebook, and others. The fundamental concept behind social media is based on Web 2.0, where content
creation isn’t limited to site owners but is open to all users [2].
Kaplan and Haenlein [3] provide a definition of social media as Internet-based applications built on
Web 2.0’s ideological and technological foundations, enabling user-generated content and exchange
(table 1). This content encompasses text, video, images, podcasts, and various multimedia communica-
tions, with prominent examples including Facebook, Twitter (X), LinkedIn, Google+, and messaging
platforms [3].
Table 1
Traditional vs modern career guidance approaches in higher education.
Traditional approaches Modern approaches
Outdoor advertising University website communication
Media advertising (radio, newspapers, TV) Social media engagement
Open days for prospective students Messenger communication
Roundtables, open lectures Online job portal presence
Participation in city events Open access Internet materials
Direct sales Alumni network testimonials
Career guidance history traces back to France and Belgium in the late 19th and early 20th centuries.
However, concepts of professional-personal compatibility existed even in ancient times, with Plato
emphasising the importance of matching natural abilities to work roles [4].
The modern understanding of career guidance emerged during the rapid industrial development of
the late 19th century. Parsons [5], established three crucial factors for career choice: self-understanding
of abilities and limitations, knowledge of job requirements and conditions, and rational correlation
between these factors [5].
Contemporary career guidance incorporates both traditional and innovative approaches through
social media platforms. These digital tools provide several advantages: accessibility to career information,
qualification requirements, salary levels, and development opportunities (table 2). Mobile applications
offer convenience for students to access guidance resources anywhere, anytime, while video and webinar
formats enable online consultations and training sessions [6].
Table 2
Benefits of implementing digital career guidance.
Benefit category Impact
Academic performance Improved grades and test scores
Career readiness Enhanced career planning skills
Social development Better interpersonal relationships
Personal growth Increased self-awareness
Technology integration Improved digital literacy
Educational access Wider reach to resources
Holland [7] suggests that individuals seek environments where they can utilise their skills and express
their attitudes and values. This approach emphasises that people are attracted to professions matching
their personal characteristics and contextual factors [7]. The accuracy of self-knowledge and career
information serves as crucial prerequisites for career decision-making [8].
Modern career guidance programmes should prepare individuals for constant workplace changes (fig-
ure 1). The career decision-making process includes five interconnected phases: initiation, exploration,
decision-making, preparation, and implementation [9]. These aspects focus on establishing effective
counselling relationships, determining current career planning motivation, and making career planning
relevant to students’ lives.
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Comprehensive development
Focuses on holistic growth, integrating various
skills and knowledge areas.
Career guidance
Y Lifelong learning
programme
Encourages continuous education and skill
enhancement throughout life.
Individual needs recognition
Tailors guidance to meet the unique require-
ments of each individual.
Ò Practical skills integration
Emphasizes the importance of applying theo-
retical knowledge in real-world scenarios.
Technology implementation
Incorporates modern technological tools to
enhance career guidance.
Figure 1: Career guidance programme principles.
Yermolayeva [10] examines how social networks can be used as a modern tool in career guidance
counseling, specifically focused on future applicants in the information sector.
Latifah et al. [11] noted that career guidance counsellors must be technologically competent, partic-
ularly in implementing social media in today’s digital era. Social media serves as a support tool for
career guidance services. This study examines stages of career guidance using social media through
literature analysis of national and international journals. School career guidance introduces oppor-
tunities, identifies interests, aids decision-making, and facilitates workplace adaptation. Social media
functions as an unlimited information field for students’ social interaction and targeted information
delivery. Career guidance requires active counsellor involvement. The critical aspect is helping students
establish themselves and make meaningful career decisions. Counsellors can implement social media as
interactive tools in school career guidance services [12].
Alim [13] shows that UAE youth feel underprepared for work, indicating a need for improved
career guidance. While social media offers expanded opportunities for career guidance delivery, UAE
universities primarily utilize online career planning systems rather than interactive social media
platforms. This limitation stems from content moderation pressures and strict UAE privacy laws
governing social media use. For effective integration of social media in career guidance, universities
must first understand students’ preferences regarding delivery methods [13].
Social media platforms and mobile learning technologies enable continuous career guidance and
professional development, making educational resources accessible anytime and anywhere [14, 15].
Social media platforms serve as effective channels for delivering career guidance content and facili-
tating professional networking among students and potential employers [16].
The implementation of automated systems and social media tools creates an integrated environment
for effective career guidance and professional development tracking in higher education [17].
Integration of social media with career guidance tools creates an interactive environment that
significantly enhances student engagement in career exploration and decision-making [18].
The contemporary Ukrainian approach defines career guidance as a system of scientifically-based
pedagogical measures aimed at preparing young people for career choices, emphasising the crucial role
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Viktoriia V. Tkachuk et al. CEUR Workshop Proceedings 282–292
of personal characteristics, interests, and abilities in this process [19].
2. Methodology of using social media for career guidance of
professional pre-higher education students
Social media platforms have become instrumental tools in modern career guidance practices, offering
unprecedented opportunities for educational institutions to connect with and guide students through
their professional development journey. This methodology section explores the systematic approach to
leveraging social media platforms for effective career guidance of students in professional pre-higher
education programmes.
The integration of social media into career guidance represents a paradigm shift from traditional
counselling methods to a more dynamic, interactive approach. This methodology builds upon the Social
Career Cognitive Theory, which emphasises the role of self-efficacy, outcome expectations, and personal
goals in career development. When applied to social media, this theoretical framework provides a
structure for understanding how digital interactions can influence career choices and professional
identity formation (figure 2).
Social media
integration
Self-efficacy Outcome Personal goals
development expectations formation
Career Professional
decision making network building
Digital identity Career planning
development
Career readiness
Figure 2: Social media career guidance theoretical framework.
The implementation of social media for career guidance follows a structured approach that encom-
passes multiple platforms and engagement strategies (figure 3). The methodology employs a three-tiered
system of engagement, monitoring, and evaluation to ensure effective career guidance delivery.
Implementation steps of methodology of using social media for career guidance of professional
pre-higher education students is shown in figure 4:
The methodology focuses on creating an interactive, informative environment where students can
explore career options, connect with professionals, and receive personalized guidance through social
media platforms.
The selection of appropriate social media platforms is crucial for effective career guidance. Each plat-
form serves distinct purposes and reaches different audience segments. The methodology incorporates
a comprehensive content strategy tailored to each platform’s unique characteristics and user behaviour
patterns.
The bar chart visualisation presents a comparative analysis of four major social media platforms
(LinkedIn, Instagram, Facebook, and Twitter (X)) across three crucial performance indicators (figure 5).
The engagement rate, represented by purple bars, demonstrates the percentage of active interaction
with career guidance content. LinkedIn leads with a 5.2% engagement rate, followed closely by Instagram
at 4.8%. Facebook shows a moderate engagement rate of 3.9%, while Twitter (X) demonstrates the lowest
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Platform selection
Implementation
Monitoring Core strategy Engagement
Evaluation
Content creation
Figure 3: Social media implementation strategy.
engagement at 2.7%. This pattern suggests that professional-oriented platforms like LinkedIn generate
more meaningful career-related interactions.
Career outcomes, depicted by green bars, reflect the percentage of successful career-related results
achieved through each platform. LinkedIn again demonstrates superior performance with 68% positive
career outcomes, while Facebook follows with 52%. Instagram achieves 45% career outcomes, and
Twitter (X) shows 31%. This metric encompasses various successes such as job placements, internship
securing, and professional networking achievements.
Student adoption, shown in yellow bars, indicates the percentage of students actively using each
platform for career development purposes. Instagram leads this metric with 89% adoption, followed by
Facebook at 82% and LinkedIn at 75%. Twitter (X) shows the lowest adoption rate at 58%. This reveals
an interesting dynamic where platforms with higher student adoption don’t necessarily correlate with
better career outcomes.
The methodology incorporates various engagement mechanisms designed to facilitate meaningful
interactions between career guidance professionals and students. These mechanisms are structured to
promote both passive and active engagement, ensuring comprehensive career support. Content delivery
follows a carefully planned schedule that aligns with the academic calendar and key career decision
points. The methodology establishes optimal posting times and frequencies based on platform analytics
and student engagement patterns.
The effectiveness of social media-based career guidance is continuously monitored through various
metrics and evaluation methods. This systematic approach ensures that the methodology remains
responsive to student needs and adapts to changing career landscape requirements.
Performance trends analysis (figure 6), the line graph visualisation tracks three key performance
indicators over an academic year from September to April, showing the evolution of career guidance
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Platform selection and setup
Create dedicated career guid- Establish posting schedule: 3x
Develop content calendar
ance accounts on LinkedIn, weekly on Instagram/LinkedIn,
aligned with academic timeline
Instagram, and YouTube 2x monthly on YouTube
Content development
Career path
showcases Day-in-the-life Infographics on Live Q&A sessions Student success
through industry videos of various required qualifi- with career stories and
professional professions cations and skills counselors testimonials
interviews
Engagement strategy
Host weekly live Create topic- Peer mentor- Conduct
Share industry
sessions addressing specific hashtags ing groups polls/surveys
news and trends
career queries for easy navigation through LinkedIn to gather stu-
relevant to student
dent interests
Monitoring and analytics
Monitor post per- Collect feedback
Track engagement Analyze most engag-
formance and stu- through comments
metrics across platforms ing content types
dent interaction and direct messages
Personalization and support
Provide one-on-one guidance Create targeted content Connect students
through direct messages based on student interests with industry mentors
Evaluation
Monthly assess- Quarterly review Student feed- Track career Measure student
ment of engage- of content back surveys placement rates satisfaction levels
ment metrics effectiveness
Figure 4: Implementation steps of methodology of using social media.
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100
89
82
80 75
68
Percentage (%)
60 58
52
45
40
31
20
5.2 4.8 3.9 2.7
0
LinkedIn Instagram Facebook Twitter (X)
Engagement rate Career outcomes Student adoption
Figure 5: Platform performance metrics.
100
Student engagement
Satisfaction score
90
Career progress
Percentage (%)
80
70
60
50
Sep Oct Nov Dec Jan Feb Mar Apr
Month
Figure 6: Performance trends analysis.
effectiveness.
Student engagement (purple line) demonstrates a steady upward trajectory, beginning at 65% in
September and reaching 88% by April. This considerable increase of 23 percentage points suggests
growing student participation in social media-based career guidance activities throughout the academic
year. The steepest increase occurs between January and March, coinciding with typical internship and
job search periods.
Satisfaction sScore (green line) begins at 72% in September and rises to 87% by April, showing
a 15 percentage point improvement. The trend line shows consistent growth with slight plateaus
during December and January, possibly corresponding to holiday periods. The steady increase suggests
continuous refinement and improvement of career guidance strategies based on student feedback.
Career progress (blue line) starts at 58% in September and reaches 82% by April, showing the most
significant overall growth of 24 percentage points. The metric demonstrates a consistent upward trend,
with particularly strong growth between November and January. This period typically aligns with
students’ career planning and goal-setting activities for the new year.
The intersection of these metrics reveals several key insights:
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1. All three metrics show positive growth throughout the academic year, indicating successful
implementation of the career guidance strategy.
2. The narrowing gap between all three lines towards April suggests increasing alignment between
engagement, satisfaction, and actual career progress.
3. The consistent upward trajectory across all metrics, without significant downturns, indicates
sustainable and well-managed programme implementation.
4. The parallel growth patterns suggest successful coordination between different aspects of the
career guidance programme, where improvements in engagement translate to better satisfaction
and career progress.
These visualisations effectively demonstrate both the immediate impact of platform selection and the
long-term effectiveness of the career guidance methodology. The data supports the strategic emphasis
on LinkedIn for professional outcomes while maintaining strong presence across platforms to maximise
student reach and engagement.
The methodology incorporates comprehensive impact assessment mechanisms to evaluate the effec-
tiveness of social media-based career guidance. This assessment focuses on both quantitative metrics
and qualitative feedback from students, employers, and educational institutions.
The impact assessment framework considers multiple dimensions of career guidance success, includ-
ing student engagement levels, career decision-making confidence, and eventual employment outcomes.
Through continuous monitoring and evaluation, the methodology enables evidence-based refinement
of career guidance strategies.
The methodology remains flexible and adaptable to accommodate emerging social media platforms
and evolving career guidance needs. Regular reviews and updates ensure that the approach remains
relevant and effective in supporting students’ career development journey. The structured approach,
combined with continuous monitoring and evaluation, provides a robust framework for implementing
effective career guidance strategies through social media platforms.
3. Experimental study
The aim of our research and experimental work is to confirm the hypothesis that career guidance for
students of pre-higher education via social media will be more effective under certain pedagogical
conditions:
1. Motivation for independent analysis of existing professions using social media.
2. Familiarising applicants with existing online job search tools.
3. Promoting social media specialties using the example of Instagram.
At each stage of the pedagogical experiment, a set of pedagogical research methods were used,
including theoretical analysis of scientific sources and psychological-pedagogical literature, study
and generalisation of the experience of university teachers, as well as observations, interviews, and
questionnaires (table 3).
The research and experimental work was carried out at the Kryvyi Rih National University. First-year
students majoring in Computer Science were involved in the experiment. We conducted a parallel
experiment where the first part of group (10 people) was the control group, and the second part (11
people) was the experimental group.
The pedagogical experiment consisted of two stages: ascertaining and formative. The ascertaining
stage aimed to determine the current (general) state of the studied phenomenon and its structural
elements. At the stage of the ascertaining experiment, we conducted testing and questionnaires to
determine the level of motivation for independent analysis of existing professions using social media,
the level of familiarisation of applicants with existing online job search tools, and the level of promoting
social media specialties using the example of Instagram.
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Table 3
Evaluation criteria, indicators and diagnostic methods for studying the psychological and pedagogical conditions
for implementing career guidance in distance learning.
Criteria Indicators Diagnostic methods
Motivation for inde- 1. Desire to learn 1. Learning motivation questionnaire (author’s
pendent analysis of 2. Desire to use social media to modification)
existing professions analyse existing professions 2. “Applicants motivation to use electronic re-
using social media sources for choosing a profession” questionnaire
Familiarising appli- 1. Desire to consciously choose a 1. Questionnaire to determine students’ areas of
cants with existing profession professional preferences
online job search 2. ICT competencies in using web 2. ICT competency formation level self-
tools search assessment map methodology (authors’
modification)
Promoting social me- 1. Inclination towards a certain 1. MBTI test (Myers-Briggs Type Indicator – de-
dia specialties using type of activity veloped based on the works of Carl Jung)
the example of Insta- 2. Using social media to search 2. “Using social media to search for information
gram for information about educa- about educational institutions and specialties”
tional institutions and specialties survey (developed by the authors)
The generalised analysis indicates that most students, according to all criteria, are at the middle level.
Regarding the results of the control testing, high indicators are characteristic of only two students
(about 10%) in the experimental and control groups. The situation with motivation, the level of ICT
competencies, and readiness to use electronic resources is similar: only a limited number of students
from both groups have a high level of ICT and electronic resources and are ready to use them. It is
noted that a high level of motivation to learn is completely absent. The results obtained indicate that
the use of social media for career guidance of applicants in higher education institutions only with the
help of conventional distance learning methods complicates the achievement of the effectiveness of the
introduction of electronic educational resources and, accordingly, a high level of knowledge, skills and
abilities of students.
The formative stage of the pedagogical study was aimed at introducing the developed career guidance
for students of professional pre-higher education by tools of social media into the educational process.
After the implementation of our methodology, research was conducted again to identify changes
according to the defined criteria. Repeated diagnostics were carried out in the control and experimental
groups. The summarised results of the formative and ascertaining stages of the study conducted in the
experimental group are shown in table 4.
Comparing the two groups, we see insignificant changes in the control group only according to
the criteria “Motivation to use electronic resources” (by 10% high level) and “Use of social media to
search for information about educational institutions and specialties” (by 10% medium level), while the
experimental group showed positive changes according to all criteria (from 9% to 18.2%).
Summarising the results of the pedagogical study, we can conclude that the verification of the
psychological and pedagogical conditions for the introduction of career guidance in the context of
distance learning into the educational process of university developed by us is quite effective and it is
advisable to use it in practice.
Thus, the results of the experiment confirmed the validity of the hypothesis formulated by us.
4. Conclusions
1. The introduction emphasises social media’s revolutionary impact on career guidance in higher ed-
ucation, enabling personalised support, industry networking, and exposure to diverse career paths.
The shift from communication to educational resources underscores social media’s post-COVID
prominence. Kaplan and Haenlein’s definition highlights user-generated content, while historical
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Table 4
Results of the study of the experimental group at the ascertaining and formative stages of the pedagogical study.
Ascertaining stage Formative stage
Diagnostic methods Levels
Number % Number %
High 0 0 1 9.1
Motivation for learning activities Medium 8 72.7 9 81.8
Low 3 27.3 1 9.1
High 1 9.1 2 18.2
Motivation to use electronic resources Medium 9 81.8 9 81.8
Low 1 9.1 0 0
High 4 36.4 6 54.5
Diagnosis of inclination towards a certain
Medium 7 63.6 5 45.5
professional field
Low 0 0 0 0
High 1 9.1 3 27.3
Formation of ICT competence Medium 9 81.8 8 72.7
Low 1 9.1 0 0
High 1 9.1 2 18.2
Use of social media to search for information
Medium 8 72.7 9 81.8
about educational institutions and specialties
Low 2 18.2 0 0
context frames the evolution of career guidance. Contemporary approaches blend traditional and
innovative methods, with social media offering accessibility and interactivity. Research reinforces
the benefits of comprehensive guidance programmes and technology integration.
2. The methodology outlines a systematic approach to leveraging social media for effective career
guidance in professional pre-higher education. Building upon the Social Career Cognitive Theory,
it employs a three-tiered system of engagement, monitoring, and evaluation. Platform selection
is crucial, with comparative analysis revealing LinkedIn’s superior engagement and career out-
comes, and Instagram’s high student adoption. Continuous monitoring, evaluation, and impact
assessment ensure responsiveness to student needs and adaptability to evolving career landscapes.
The Performance Trends Analysis demonstrates successful implementation and coordination of
the guidance strategy.
3. The experimental study aimed to confirm the effectiveness of social media-based career guidance
under specific pedagogical conditions. The ascertaining stage revealed most students at the
middle level across all criteria, with limited high indicators. The formative stage introduced the
developed methodology, resulting in positive changes across all criteria in the experimental group,
ranging from 9% to 18.2%. The study validates the effectiveness of the developed conditions,
confirming the hypothesis and highlighting social media’s potential for empowering students in
their career development journey.
Declaration on Generative AI: During the preparation of this work, the authors used Claude 3 Opus in order to: Drafting
content, Improve writing style, Abstract drafting. After using this service, the authors reviewed and edited the content as
needed and takes full responsibility for the publication’s content.
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