Abstract The aim of education in the 21st century is to cultivate a whole person, not just a professional. Therefore, obtaining an academic qualification (standard credentials) is not enough and other qualities (soft credentials) are also important, including the ability to properly package and present one’s credentials and capabilities. This article focuses on a pilot study on career development learning (CDL) in an undergraduate science course and an undergraduate information technology (IT) course from two universities in Australia. We used career intervention suitable to individual disciplines to improve student career-associated self-efficacy. A 25-question Career Decision-Making Self-Efficacy Scale was used to evaluate the CDL. Altogether, 58 of 86 (67.4%) students voluntarily participated in the joint survey study. The number of valid responses is 91.3% (53/58). After the CDL interventions, students (N = 53) were significantly more confident in all five career-associated aspects of self-efficacy: self-appraisal, goal selection, occupational information, planning, and problem solving (Wilcoxon, p ≤ 0.022). The results of this pilot study support the extension of this approach to more undergraduate courses.

中文翻译：

---

在科学和信息技术课程中使用职业发展学习来培养 21 世纪的学习者

摘要 21世纪教育的目标是培养一个完整的人，而不仅仅是一个专业人士。因此，获得学历（标准证书）是不够的，其他素质（软证书）也很重要，包括能够正确包装和展示自己的证书和能力。本文重点介绍澳大利亚两所大学本科科学课程和本科信息技术 (IT) 课程中职业发展学习 (CDL) 的试点研究。我们使用适合各个学科的职业干预来提高学生与职业相关的自我效能感。使用 25 个问题的职业决策自我效能量表来评估 CDL。总共 86 名学生中的 58 名 (67.4%) 自愿参加了联合调查研究。有效回复的数量为 91.3% (53/58)。在 CDL 干预之后，学生（N = 53）对自我效能感的所有五个与职业相关的方面都更加自信：自我评价、目标选择、职业信息、计划和解决问题（Wilcoxon，p ≤ 0.022）。这项试点研究的结果支持将这种方法扩展到更多的本科课程。