Paths for Transversal Skills and Orientation (PCTO) In Italian Secondary School: Good Practices for Effective Planning

The European Union is investing significant resources to support young people in actively participating in society, preparing them for a better school to work transition, emphasizing career guidance programmes aimed at improving students’ educational achievement and skills development. In Italy, this commitment materialized in 2019 with the introduction, in the final years of upper secondary school (grades 11–13), of the "Pathways for Transversal Skills and Orientation" (Percorsi per le Competenze Trasversali e per l’Orientamento – PCTOs). PCTOs include formative experiences and periods of learning in real work environments, enhancing students’ interests and encouraging their active, autonomous, and responsible participation in their own learning process. This study investigates the impact of students’ involvement in the planning of their PCTOs on the perceived coherence and usefulness of these experiences for career orientation in Italian upper secondary schools. Within the framework of a national project, combining quantitative and qualitative methodologies, the research involved 2,102 students from five schools across three regions (Lazio, Lombardia, and Emilia-Romagna). Students completed a structured questionnaire, and 27 focus groups were conducted with 259 students who voluntarily chose to participate. Results from a regression analysis indicate that students’ involvement in planning is a significant positive predictor of the perceived orientation value of PCTOs, while a higher number of fragmented experiences appears to slightly reduce this perceived value. Thematic analysis of the focus groups reveals substantial variability in PCTO quality, largely dependent on school resources, tutor support, and the degree of personalization of the PCTO. Students emphasized the importance of being actively engaged in choosing and shaping their learning experiences, as well as the need for better information and integration with school curricula. Findings highlight the necessity of intentional, student-centered design in order to increase the educational benefits of PCTOs. Recommendations include improved communication, early needs assessment, co-design of personalized pathways, and consistent tutor support. Although grounded in the Italian context, these findings offer broader insights into the creation of guidance-oriented educational systems that support informed career choices and effective transitions from school to work.