In career guidance, the term "artificial intelligence" is mostly used in the context of so-called large language models, such as ChatGPT, Claude, Gemini or Co-Pilot. The way these AI tools work is based on analyzing large amounts of data to identify certain patterns and their ability to generate queries in a specific output format. This is therefore not a form of intelligence in the traditional sense, but an imitation of intelligence, empathy or creativity with the help of pattern recognition and probability calculations.

The rapid spread and easy accessibility of generative AI tools are expected to bring about profound changes in the way we communicate with each other, acquire knowledge and organize our everyday working lives. This is not without consequences for educational and career guidance and promises new opportunities to support those seeking advice and guidance through data-supported analyses, personalized recommendations or even automation in everyday working life

Using selected examples, possible applications and scenarios for educational and career guidance are described below:

AI as a virtual educational advisor

Chatbots are able to answer questions or provide information material. They can provide information about different training paths, but also carry out an initial screening of the interests and skills of those seeking advice. Another key advantage is the ability to access advice at any time and from any location in order to obtain initial guidance. With the help of targeted questions, these chatbots can act as interactive self-help tools to develop an understanding of the needs and interests of those seeking advice and make recommendations based on this. This saves advisors valuable time and allows them to focus on more complex issues in face-to-face conversations. The EU co-financed CareerBOT (https://careerbot.eu/de/home-de/) and the Berufsinfomat (https://www.ams.at/berufsinfomat) from AMS Austria are examples of how written-based chatbots can be used. 

The virtual assistants from xpand (https://xpandai.one) take a more creative approach. A "skills coach" supports those seeking advice in identifying individual talents, for example. To do this, the user is asked to recount two to three experiences from different phases of their life in which they felt full of energy and passion, as well as the feeling of being in exactly the right place and doing exactly the right thing. The input is analyzed to extract motivational skills that are then available to users.

AI as support during face-to-face consultation

By using cleverly formulated prompts, work processes can be both accelerated and optimized. Thanks to these prompts, it is now possible to create application letters and CVs with little effort. However, career and educational guidance should be understood as relationship- and process-oriented. The use of AI tools in this context must therefore be seen as a goal-oriented intervention. The aim is to design the creation of content for AI-based processing and the definition of prompts as a joint process with the client. In this context, we can speak of "relational prompt engineering". 

The idea of using AI image generators to provide impulses for specific questions follows a similar approach. In this scenario, clients describe their current professional situation or their desire for change and link this to a specific question. The consultation serves to jointly create the corresponding prompts, whereby a precise formulation of the client's own concerns must first be developed. The images generated can then be used as creative and projective material for further counseling work.

The use of AI-supported tools as part of application training opens up the possibility of simulating realistic interview situations and providing individual feedback on the user's response behavior. In addition, the analysis of job requirements and the creation of tailor-made practice questions can ensure precise preparation. 

AI as support after face-to-face consultation

AI-supported interviews offer an interesting opportunity to analyze skills in order to identify the strengths and possible weaknesses of those seeking advice. In addition, AI tools are able to analyze CVs, test results or other information and create individual profiles, which in turn serve as the basis for suitable job matching and can be compared with the requirements of the local job market.

AI as a smart assistant in everyday working life

Artificial intelligence also offers numerous opportunities to make the day-to-day work of advisors easier. Automated registration and appointment scheduling are just a few examples of how routine tasks can be taken over by AI. AI-supported tools can also be used to take minutes of team meetings, help with replying to emails and public relations work. AI-supported systems are also able to help with the application process or to write seminar announcements and learning objectives. 

Conclusion

The use of artificial intelligence in educational guidance opens up promising opportunities to increase efficiency, individualize and expand guidance services. The use of these technologies can help guidance practitioners to automate routine tasks and thus focus on the interpersonal aspects of guidance. At the same time, however, the ethical and data protection challenges associated with the use of these technologies must be taken into account. Responsible implementation, which must take into account one's own anthropological foundations, is essential to ensure that the benefits of AI can be used in educational counseling without neglecting the necessary ethical and data protection standards.

About the author: 

Gerhard Hintenberger is a psychotherapist and supervisor as well as a lecturer at various universities. He is also the editor of https://www.e-beratungsjournal.net/ and a member of the "Digital Worlds" competence center (https://www.forschungsgreisslerei.at/digitalkompetenz/). You can find a current publication site at: https://www.praxis-hintenberger.at/publikationen/

About this blog: 

This blog is based on a workshop held by the author at the Euroguidance Conference 2024