Introduction. The modern system of professional orientation is considered to be one of the priority tasks of successful development of states, which is confirmed by relevant documents at both the international and Russian levels. At the same time, the organization of career guidance activities at various educational levels needs to be updated and ensure the integrity of the functioning of all its components. The search for effective ways to organize career guidance activities has led to the goal of this research, which is to use a comparative analysis of the historical experience of professional and pedagogical orientation in Russia and abroad to identify the main areas for improving career guidance based on the identified criteria.
Materials and methods. B.L. Vulfson, which is implemented in three stages: problem-oriented (description and statement of the characteristics of the subject of research), critically-oriented (critical analysis of the obtained knowledge), and constructively-oriented (analysis of problems and identification of trends in the development of the subject of research). The leading methodological approaches are systemic, cultural, and personality-oriented.
Results. Based on the methodology of comparative research and taking into account the identified criteria, a comparative analysis of the historical experience of professional and pedagogical orientation in Russia and in three foreign models was conducted: the European model (based on France), the American model (based on the United States), and the Asian model (based on Japan), which allowed us to identify the main areas for improving career guidance.
Conclusion. A comparative analysis of the historical experience of professional and pedagogical guidance in Russia and abroad allowed us to identify the main directions for improving the system of pedagogical guidance in our country: creating a unified system of guidance that unites all structures involved in this field; providing scientific and methodological support for the system of guidance in schools; training specialists in the field of professional guidance at the state level within the framework of pedagogical universities; integrating structures that develop and conduct professional tests into the overall system of guidance under the auspices of pedagogical universities; and creating regional network systems of guidance.
Keywords: professional orientation, professional and pedagogical orientation, comparative analysis, Russian experience, foreign educational models, Russia, France, USA, Japan
For Citation: Dyuzhakova, M. V. (2026). Comparative Analysis of the Historical Experience of Professional and Pedagogical Orientation in Russia and Abroad. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 10–28. https://doi.org/10.32744/pse.2026.3.1
Author:
Marina V. Dyuzhakova (Russia, Voronezh) — Professor, Dr. Sci. (Educ.), Professor, Department of Pedagogy and Methodology of Preschool and Primary Education. Voronezh State Pedagogical University. Email: d.sveta@rambler.ru
© Marina V. Dyuzhakova, 2026
The author’s declared no conflicts of interest
Received: 12 December 2025 | Approved: 24 March 2026 | Published: 30 June 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0)
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