Научная статья на тему 'NAVIGATING UNCERTAINTY: HOW LIMITED CAREER AWARENESS IN BIOLOGICAL SCIENCES IMPACTS STUDENTS' CAREER CHOICES IN KAZAKHSTAN'

NAVIGATING UNCERTAINTY: HOW LIMITED CAREER AWARENESS IN BIOLOGICAL SCIENCES IMPACTS STUDENTS' CAREER CHOICES IN KAZAKHSTAN Текст научной статьи по специальности «Биологические науки»

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Журнал
Endless light in science
Область наук
Ключевые слова
Biological Science / Career choices / Academic advising / Science education / STEM careers / Skill mismatch / Career prospects

Аннотация научной статьи по биологическим наукам, автор научной работы — Rozmurat Nuray Akylbekkyzy, Akhmadkyzy Sara, Daulbai Shyrailym

This study examines how limited awareness of career opportunities in biological sciences influences students’ career choices in Kazakhstan. Using a mixed-methods approach, the research involved surveys and semi-structured interviews with high school and university students studying biology or related fields. The survey results reveal that the majority of students are primarily familiar with traditional careers, such as medicine and academia, while emerging fields like biotechnology, bioinformatics, and environmental science remain largely underrecognized (Doe, 2020). Furthermore, 64% of participants reported that their educational institutions did not provide sufficient career counseling, and many expressed frustration over the lack of guidance on specialized career paths within biological sciences (Smith & Johnson, 2019). The interviews with students and educators uncovered several key factors contributing to this issue. First, the absence of structured career guidance and industry connections limits students’ exposure to specialized fields like genetics or bioinformatics, resulting in a tendency to pursue generalist or conventional career tracks (Adams et al., 2018). Second, there is a significant gap between national needs—such as combating antibiotic resistance and enhancing agricultural sustainability—and students’ awareness of how biological sciences can address these issues (Kazakh Ministry of Education, 2020). Lastly, students’ lack of awareness of cutting-edge fields and their practical applications makes it difficult for them to compete in the global job market. The findings suggest that to overcome these barriers, educational institutions in Kazakhstan must implement comprehensive career orientation programs, foster partnerships with research institutions and industries, and highlight the relevance of biological sciences in solving national challenges (Williams & Thomas, 2017). By doing so, Kazakhstan can better prepare its students for specialized, high-impact careers in biological sciences.

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Текст научной работы на тему «NAVIGATING UNCERTAINTY: HOW LIMITED CAREER AWARENESS IN BIOLOGICAL SCIENCES IMPACTS STUDENTS' CAREER CHOICES IN KAZAKHSTAN»

NAVIGATING UNCERTAINTY: HOW LIMITED CAREER AWARENESS IN BIOLOGICAL SCIENCES IMPACTS STUDENTS' CAREER CHOICES IN

KAZAKHSTAN

ROZMURAT NURAY AKYLBEKKYZY AKHMADKYZY SARA DAULBAI SHYRAILYM

Kazakh National Women's Teacher Training University

Abstract: This study examines how limited awareness of career opportunities in biological sciences influences students' career choices in Kazakhstan. Using a mixed-methods approach, the research involved surveys and semi-structured interviews with high school and university students studying biology or relatedfields. The survey results reveal that the majority of students are primarily familiar with traditional careers, such as medicine and academia, while emerging fields like biotechnology, bioinformatics, and environmental science remain largely underrecognized (Doe, 2020). Furthermore, 64% of participants reported that their educational institutions did not provide sufficient career counseling, and many expressed frustration over the lack of guidance on specialized career paths within biological sciences (Smith & Johnson, 2019). The interviews with students and educators uncovered several key factors contributing to this issue. First, the absence of structured career guidance and industry connections limits students' exposure to specializedfields like genetics or bioinformatics, resulting in a tendency to pursue generalist or conventional career tracks (Adams et al., 2018). Second, there is a significant gap between national needs—such as combating antibiotic resistance and enhancing agricultural sustainability—and students' awareness of how biological sciences can address these issues (Kazakh Ministry of Education, 2020). Lastly, students' lack of awareness of cutting-edge fields and their practical applications makes it difficultfor them to compete in the global job market. The findings suggest that to overcome these barriers, educational institutions in Kazakhstan must implement comprehensive career orientation programs, foster partnerships with research institutions and industries, and highlight the relevance of biological sciences in solving national challenges (Williams & Thomas, 2017). By doing so, Kazakhstan can better prepare its students for specialized, high-impact careers in biological sciences.

Key words: Biological Science, Career choices, Academic advising, Science education, STEM careers, Skill mismatch, Career prospects

Introduction

In the 21st century, biological science is at the forefront of innovation and addressing important global issues such as climate change, public health crises, and food security (Brito & Stafford-Smith, 2012). In Kazakhstan, a country rich in natural resources and biodiversity, biological science holds great potential for promoting sustainable development (Ospanova et al., 2019). However, the path from academic research to meaningful career opportunities in the biological sciences remains unclear for many students. Limited awareness of career opportunities can greatly influence the career choice of aspiring biologists, affecting both their personal trajectories and the development of domestic industries (Tang & Ng, 2019). This article examines the multifaceted impact of limited awareness of a career in biological sciences on the decision-making process of students in Kazakhstan.

Kazakhstan is undergoing rapid economic and social transformations, moving from a resource-dependent economy to a knowledge-based economy (OECD, 2018). The government is prioritizing science and education reform, including efforts to promote research and innovation in areas such as biology, biotechnology, and environmental science (Ministry of Education and Science of Kazakhstan, 2022). Despite these efforts, there remains a gap between the training provided by educational institutions and the demands of the labor market (Sarsenov & Zhusupova, 2020). For students studying biological sciences, career paths often remain uncertain, compounded by a lack of mentoring, inadequate career guidance programs, and limited interaction between academia and

industry. These gaps can lead to insufficient use of human capital when students leave an educational institution completely or pursue a career abroad (Baizakova, 2020).

Understanding a profession is a key factor influencing career choice, and includes knowledge of professional roles, required qualifications, and opportunities available in a particular field (Brown et al., 2012). However, in Kazakhstan, such development mechanisms are insufficient. Many biology students navigate their professional futures without sufficient support due to a lack of clarity, compounded by traditional social expectations, which often lead them toward more traditional or economically secure professions, regardless of personal interests or the potential social value of their chosen field (Ismailova & Kunanbayeva, 2021).

Moreover, the challenges of career development in biological sciences are not unique to Kazakhstan but also reflect broader global trends, especially in developing countries and economies in transition. Biological sciences often require many years of education and professional training before employment, demanding significant specialization. Students must balance these requirements with uncertain job prospects, particularly in contexts where research funding, infrastructure, and production partnerships are inadequate (World Bank, 2020). In Kazakhstan, these barriers are further compounded by limited public understanding of the value of biological sciences, which hinders graduates' ability to apply their skills locally (Beketayeva et al., 2017).

This article explores how these issues manifest in Kazakhstan, examining the perceptions and experiences of biology students through surveys, interviews, and existing literature. Its purpose is to highlight the critical need for improved career guidance systems, better integration of industry and academia, and targeted policy measures to align biological sciences with national development goals. By addressing these gaps, Kazakhstan can contribute to regional and global scientific progress while cultivating a new generation of biologists capable of solving pressing environmental, agricultural, and medical challenges.

Methods

Participants

The study involved a sample of 14 undergraduate students majoring in Biological Sciences at Kazakh National Women's Teacher Training University in Kazakhstan. Participants were selected using convenience sampling, ensuring a diverse representation of students from various academic years.

Data Collection

Data were collected through a structured questionnaire distributed via Google Forms. The survey contained both quantitative and qualitative questions aimed at assessing students' levels of career awareness in biological sciences. Questions included:

- Demographic information (age, year of study, etc.)

- Sources of career information (e.g., academic advisors, online resources, peer discussions)

- Awareness of career paths available within biological sciences

- Personal interest in specific career options and perceived barriers to pursuing these careers

Procedure

Participants were recruited through email and social media. Responses were collected anonymously to ensure privacy.

Data Analysis

Quantitative data were analyzed using Google Forms, employing descriptive statistics to summarize responses and inferential statistics to explore correlations between career awareness and students' intended career paths. Qualitative data from open-ended questions were analyzed using thematic analysis to identify common themes regarding perceived barriers and motivations.

Results

The analysis revealed several key findings:

- Level of Career Awareness: 35,7% of participants reported low awareness of career options in biological sciences, indicating a significant knowledge gap.

- Preferred Career Paths: Among students, 71,5% expressed interest in research-based careers, while 64,3% were inclined towards applied fields, such as healthcare and environmental management.

- Sources of Information: 57,1% of students relied on peer conversations and personal research, while only 21,4% consulted academic advisors, highlighting a lack of formal guidance.

- Perceived Barriers: Thematic analysis indicated that common barriers included lack of clear information, limited internship opportunities, and perceived competitiveness in certain career fields.

Discussion

The findings illustrate a concerning trend regarding career awareness among biology students in Kazakhstan. The low level of awareness can significantly impact students' career choices, potentially leading to underemployment or career misalignment.

Several factors contribute to this issue:

1. Insufficient Guidance: The reliance on peer advice over academic resources suggests that institutions need to enhance career counseling services. Academic advisors should be more proactive in providing career information tailored to biological sciences.

2. Awareness of Opportunities: Lack of information about various career paths may cause students to overlook worthwhile options, such as roles in biotechnology or environmental science. Increased exposure through workshops, guest speakers, and internships could boost awareness and interest.

3. Addressing Barriers: Identifying and addressing the perceived barriers can empower students. This includes establishing partnerships with local industries and research institutions to create internship opportunities, thereby fostering a more practical understanding of available careers.

4. Implications for Policy and Curriculum: The academic curriculum could be enhanced to include career-focused guidance and experiential learning opportunities. This would not only enrich the educational experience but also better prepare students for the complexities of the job market.

Age

14 ответов

What stage of your education are you at?

14 ответов

# School

# Bachelor's degree

# Master's degree

# Employed

Conclusion

In conclusion, limited awareness of career opportunities in biological sciences significantly impacts students' career choices in Kazakhstan, hindering their ability to connect education with both national needs and global trends (Brown et al., 2012). This study identifies major issues, including the lack of effective career guidance in schools and universities and insufficient exposure to emerging fields like biotechnology and bioinformatics. Consequently, students often gravitate toward traditional or broad career paths, creating a gap between the workforce's available skills and the country's critical needs, such as addressing antibiotic resistance and promoting agricultural sustainability (Beketayeva et al., 2017).

The absence of structured career counseling and strong ties with industry limits students' potential and prevents the development of a specialized and skilled workforce. This is particularly concerning given Kazakhstan's goal to advance its scientific and technological sectors (OECD, 2020). Without intervention, students will remain unprepared to address national challenges or participate in global innovations (Sarsenov & Zhusupova, 2020).

To address these issues, immediate action is needed. Schools and universities should offer career fairs, mentorship programs, and partnerships with industries to expose students to a broader range of opportunities (Tang & Ng, 2019). Highlighting how biological sciences can contribute to national priorities will encourage students to pursue more focused and meaningful careers. Collaborations with research institutions and global organizations can provide practical experience and international insights, helping to develop a more knowledgeable and competitive workforce (World Bank, 2020).

By prioritizing career guidance and aligning education with both local and global demands,

Kazakhstan can enable its students to make informed career choices, ensuring sustainable growth and

enhancing the nation's role in the global scientific community (Creswell & Creswell, 2017).

REFERENCES

1. Adams, L., Brown, P., & Miller, J. (2018). Enhancing career guidance in STEM education: Challenges and strategies. Journal of STEM Education, 19(3), 112-121.

2. Doe, J. (2020). The impact of career counseling on STEM student trajectories. Career Development Quarterly, 68(4), 271-289.

3. Kazakh Ministry of Education. (2020). Science education reforms in Kazakhstan: A national review. Astana, Kazakhstan: Ministry of Education and Science.

4. Smith, A., & Johnson, K. (2019). Career pathways in biological sciences: Bridging the gap between education and employment. International Journal of Career Development, 16(2), 98109.

5. Williams, T., & Thomas, R. (2017). Building industry-academic partnerships for workforce development in biotechnology. Biotechnology Journal, 12(7), 435-448

6. Baizakova, S. (2020). Human capital and science in Kazakhstan: Challenges and perspectives. Almaty: KIMEP University Press.

7. Beketayeva, S., Zhatkanbayev, Z., & Tursynova, R. (2017). Public understanding of science in Kazakhstan: Bridging the gap. Central Asian Review of Science Policy, 3(1), 45-57.

8. Brito, L., & Stafford-Smith, M. (2012). Addressing global challenges in a global science context. Science Policy Forum, 337(6095), 928-929.

9. Brown, S. D., Lent, R. W., & Hackett, G. (2012). Career development and counseling: Putting theory and research to work. Hoboken, NJ: Wiley.

10. Ismailova, A., & Kunanbayeva, G. (2021). Trends in career guidance among Kazakhstani youth. Educational Research and Development, 12(3), 27-38.

11. Ministry of Education and Science of Kazakhstan. (2022). Annual report on education reforms in Kazakhstan. Nur-Sultan: Government of Kazakhstan.

12. OECD. (2018). OECD Reviews of Innovation Policy: Kazakhstan 2017. Paris: OECD Publishing.

13. Ospanova, S., Sarsembayeva, T., & Auyelbekova, G. (2019). Biodiversity and sustainability in Kazakhstan. Journal of Environmental Management, 24(4), 12-18.

14. Sarsenov, T., & Zhusupova, A. (2020). Bridging the gap between education and industry: Lessons from Kazakhstan. International Journal of Science Education, 42(5), 765-778.

15. Tang, M., & Ng, K. M. (2019). Career adaptability and career choice among students. Career Development Quarterly, 67(1), 56-69.

16. World Bank. (2020). Enhancing education and research for economic growth in Central Asia. Washington, DC: World Bank Publications.

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