The project aimed to: Enhance teachers’ expertise in designing disciplinary and interdisciplinary school guidance activities, also from a gender perspective; Develop teachers’ basic skills in integrating school guidance into their subject teaching, through the implementation of guidance-oriented activities and teaching practices. The indirect specific objectives pursued were: To promote gender equity, in particular by helping girls overcome stereotypes in their choice of study paths; To foster institutional cooperation between schools and training bodies, in order to ensure the sustainability and future development of school guidance programmes; To support students in developping self-awareness, strategic thinking, and decision-making skills.
We applied for this project in response to a shared need among partner schools to improve school orientation strategies and to equip teachers with tools and competencies to support students’ self-awareness, decision-making, and future educational planning. Both schools identified challenges such as the lack of structured orientation pathways, insufficient integration of guidance into the curriculum, and the persistent presence of gender stereotypes, particularly regarding access to STEAM disciplines. There was a clear need to support students, especially girls, in making free, informed, and self-aligned choices about their educational and professional futures.