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The role of the guidance counselor teacher has become a strategic pillar in the Italian school system, especially after the reforms introduced by the National Recovery and Resilience Plan (PNRR). This professional has the crucial task of guiding students and their families toward informed educational and professional choices, combining the development of individual talents with the demands of the labor market, in a context that ranges from local to European. To perform this role effectively, it is essential to have an adequate toolkit of resources, capable of balancing tradition and innovation.
Guidance is no longer an isolated event but a continuous process that accompanies the student throughout their school journey. The ministerial Guidelines (D.M. 328 of December 22, 2022) have formalized the importance of a structured approach, introducing, starting from the 2023/2024 school year, the tutor teacher and the guidance counselor teacher as key figures to combat early school leaving and promote educational success. Their synergistic work is essential: while the tutor focuses on personalizing learning and discovering the student’s potential, the guidance counselor’s task is to connect these aptitudes with the concrete opportunities offered by the world of education and work.
The guidance counselor teacher acts as a bridge between the world of school and the students’ future. Their task is not limited to providing information but to facilitating a process of self-awareness. They must help young people understand their own inclinations, skills, and aspirations, relating them to existing study paths and professions. This figure is strategic in reducing the mismatch between the skills acquired at school and those required by the labor market, a problem that contributes to youth unemployment in Italy. The guidance counselor, therefore, not only informs but also trains, providing students with the tools to “learn how to choose” autonomously and responsibly.
To fulfill this mission, the guidance counselor teacher works closely with the class council, the tutor teacher, and families. Their function is to facilitate the meeting point between students’ skills, the educational offerings, and labor market demand. This allows for the development of a personal and professional life project that is consistent with individual passions but also sustainable in the current socio-economic context, with a keen eye on the dynamics of the European market.
The digital transformation has provided guidance counselor teachers with a wide range of tools to make guidance more personalized and interactive. The Ministry of Education and Merit has developed the UNICA platform, a single portal that gathers services and resources for students and families. Within UNICA, a fundamental section is the E-Portfolio, a digital document that accompanies the student throughout their journey, collecting educational experiences, skills, and also “masterpieces” (capolavori), which are the most significant works they have produced.
In addition to the ministerial platform, there are numerous other digital tools. FUtuRI is a free resource designed for guidance in middle school, which helps teachers identify students’ interests and predispositions through questionnaires and guidance-oriented teaching activities. MiAssumo is another free platform aimed at a wider age range (11-26), using gaming mechanics to develop key European competencies and create an initial resume. For a more in-depth analysis of professions in relation to business demands, the Competenze e Lavoro (Skills and Work) platform, born from the collaboration between AlmaLaurea, INAPP, and Unioncamere, offers valuable data on professional needs in Italy.
The skills assessment is a cornerstone tool in the guidance process. It is a structured analysis that allows the student to get a “snapshot” of their knowledge, abilities, values, and interests, and then project them into a future plan. This process is fundamental for increasing self-awareness and making thoughtful choices. There is specific software that facilitates this journey, such as SORPRENDO, a platform that, through self-assessment tests and a vast database of professional profiles, helps define study and career goals. Specialized publishing houses like Giunti Psychometrics also offer sets of online tests, such as the Magellano series, to support educational and professional choices.
These tools do not replace the conversation with the guidance counselor but complement it, providing an objective data basis on which to build a constructive dialogue. The use of aptitude and personality tests, like those offered by INAPP or specialized portals, can help bring to light inclinations not yet apparent to the student, offering unexpected points for reflection. The goal is to provide a 360-degree view that takes into account both the subjects in which they excel and the activities that intrinsically impassion and motivate them.
To be effective, guidance counselor teachers must be properly trained. The Ministry, in collaboration with INDIRE, has activated specific 20-hour training courses on the Scuola Futura platform. These courses provide the necessary skills to use digital tools, manage guidance modules, and apply the most innovative teaching methodologies, such as Universal Design for Learning. Training is a continuous process, which also includes learning how to integrate Pathways for Transversal Skills and Orientation (PCTO) into a strategic vision. For a teacher, staying updated is crucial, and considering paths like master’s and courses to increase ranking scores can represent an opportunity for professional growth.
The horizon of guidance can no longer be just national. The labor market is increasingly interconnected, and European mobility is a concrete reality for new generations. It is essential that the guidance counselor teacher provides information on programs like Erasmus+ and on platforms like EURES and Europass, which facilitate study and work in other European Union countries. Knowing continental labor market trends and the most in-demand skills (skills intelligence) is indispensable for preparing young people to be European citizens and workers, capable of seizing opportunities wherever they arise. This approach is in line with European recommendations that push for strengthening guidance as a tool for employability.
In the digital age, the challenge for the guidance counselor teacher is to find a balance between traditional methods and innovative tools. Individual interviews, empathetic listening, and the ability to build a relationship of trust remain irreplaceable. Technology must be a support, not an end in itself. Innovation should not erase tradition but integrate it into an “additive pedagogy” that enriches the teacher’s arsenal. The goal is not just to teach how to use a platform, but to train people capable of critical thinking, able to navigate a complex world.
This means, for example, using a digital platform for skills assessment as a starting point for an in-depth discussion in class or in an individual meeting. It also means complementing the presentation of STEM degrees, promoted by the new guidelines, with the promotion of humanities pathways, rooted in our Mediterranean culture, showing how these too can lead to successful careers. True innovation lies in knowing how to personalize the journey, using the most suitable tool for each situation, whether it’s a latest-generation software or a Socratic dialogue. For those involved with artificial intelligence in the classroom, this integration is a practical example of how technology can enhance, not replace, human skills.
The guidance counselor teacher is a key figure for the future of young people and, consequently, for the country’s development. Their work requires a complex mix of skills: empathy, knowledge of the educational system and the labor market, digital abilities, and a capacity for vision. The tools and resources at their disposal are numerous and constantly evolving, from ministerial platforms like UNICA to skills assessment software, and European resources for mobility. The challenge is to use this kit strategically and personally, always keeping the student at the center with their talents, passions, and life project. In a rapidly changing world, effective guidance that knows how to combine tradition and innovation is the most precious compass the school can offer.
The guidance counselor teacher, a role introduced by the ministerial Guidelines (D.M. 328/2022), has the strategic task of supporting students in their educational and professional choices. In collaboration with tutor teachers, they help young people recognize their potential, inclinations, and talents, including through the completion of the E-Portfolio. Additionally, they are responsible for collecting and making available information about the world of work and study paths, creating a bridge between the school, families, and the local community to foster more informed choices and combat early school leaving.
Although they work in synergy, the two roles are distinct. The *tutor teacher* focuses on individual students or small groups, helping them personalize their learning path, overcome difficulties, and develop their talents. The *guidance counselor teacher*, on the other hand, has a more cross-cutting and strategic role: they manage data on educational offerings and labor market trends, coordinate the school’s guidance activities, and act as a point of contact with local entities and companies.
The Ministry of Education and Merit has launched the *Unica* platform, which serves as a digital ecosystem for guidance, gathering services and resources for students and families. Within Unica, tools like the E-Portfolio are fundamental to the guidance counselor teacher’s work. There are also other specialized platforms like *SORPRENDO*, which offers self-assessment paths and informational sheets on professional careers, and resources provided by publishers like Loescher and D’Anna, which offer educational modules for guidance.
To become a guidance counselor teacher, you must be a tenured teacher. The selection is made on a voluntary basis within one’s own school, according to criteria defined by the Teachers’ Assembly. It is required to attend a specific 20-hour training course, managed by INDIRE and accessible via the *Scuola Futura* platform, designed to provide the necessary skills to perform this new role. Preferential requirements include seniority and having previously held similar positions.
In addition to constant dialogue, the guidance counselor teacher can use several practical tools. Aptitude and interest tests, also available on digital platforms, help to reveal preferences and abilities. It is useful to encourage writing a logbook or filling out the E-Portfolio, where the student can reflect on their journey and collect their “masterpieces,” meaning their most significant works. The use of methodologies such as *skills assessment* or storytelling can also help the student narrate their own story, becoming aware of their experiences and aspirations.