Developing a Mobile App for Enhancing Career Guidance in Rural Schools

Thesis Abstract

In many rural regions, students face significant challenges in accessing comprehensive and personalized career guidance, which impedes informed decision-making and limits their future occupational opportunities. This study addresses the urgent need for innovative solutions to bridge the information gap by developing a mobile application tailored specifically to enhance career guidance services in rural secondary schools. The primary aim of this research is to design, develop, and evaluate the effectiveness of a mobile app that delivers interactive career exploration, self-assessment tools, and information on local and global employment opportunities to students in underserved rural contexts. Specific objectives include identifying the key content and features necessary for effective career guidance, assessing the usability and acceptance of the app among students and teachers, and evaluating its impact on students’ career awareness and decision-making abilities. The research adopts a mixed-methods design, integrating qualitative and quantitative approaches to ensure comprehensive insights into the app’s development and effectiveness. The target population comprises 1,200 senior secondary students and 50 career guidance counselors from five rural schools in the region. A stratified random sampling method is employed to select a sample of 300 students and 20 counselors for the quantitative component, while purposive sampling is used for in-depth qualitative interviews with 10 students and 5 counselors to gather detailed user perspectives. Quantitative data are collected via structured questionnaires assessing variables such as career awareness, self-efficacy, and app usability, while qualitative data are obtained through semi-structured interview guides exploring user experiences and perceived barriers. The app development process involves an iterative design model informed by the Social Cognitive Career Theory (SCCT) to incorporate behavioral, cognitive, and environmental factors influencing career decision-making. To evaluate usability, the System Usability Scale (SUS) will be administered, complemented by thematic analysis of interview transcripts to explore user perceptions. Quantitative data will be analyzed using descriptive statistics, paired t-tests to measure pre- and post-intervention changes, and multiple regression analysis to determine predictors of career decision confidence. Qualitative data will be subjected to thematic analysis following Braun and Clarke’s methodology to identify recurring themes related to user engagement, barriers, and contextual factors. Expected findings suggest that the mobile app will significantly improve students’ awareness of diverse career options, self-efficacy related to career decision-making, and overall engagement with guidance services. The study anticipates high usability ratings and positive user feedback, indicating acceptance and potential for scalability. Moreover, statistical analyses are expected to reveal that the app’s use correlates with increased confidence in making informed career choices, especially among students previously lacking guidance. This research contributes novel insights into the integration of mobile technology within rural career guidance frameworks, extending the application of Social Cognitive Career Theory to digital interventions tailored for resource-constrained settings. It advances existing literature by providing empirical evidence on the practical implementation and effectiveness of a culturally contextualized mobile app in improving career guidance outcomes. Furthermore, the study offers a replicable model for designing digital educational tools aimed at marginalized communities, with implications for policy and curriculum development in career education. In conclusion, the study advocates for the adoption of innovative ICT solutions, emphasizing the strategic role of mobile applications in democratizing access to quality career guidance in rural areas. It recommends the integration of such technology-driven interventions into existing educational policies and calls for further longitudinal research to assess long-term impacts on students’ career trajectories and socio-economic development. The findings underscore the importance of user-centered design, contextual relevance, and stakeholder engagement to maximize the efficacy and sustainability of digital career guidance initiatives across similar rural settings globally.