Building career trajectories: an integrative review of career interventions in higher education

Abstract

This study analyzed career interventions for university students, focusing on career adaptability and employability through an integrative review of empirical literature published between 2015 and 2025. A total of 11 studies from Brazil and other countries were included, most of which were conducted in the field of Psychology and employed quasi-experimental designs. The interventions were predominantly delivered in group formats, either face-to-face or online, with durations ranging from two to fifteen sessions. Across studies, intervention content was organized around three core axes: self-awareness, career exploration and decision-making, and planning for labor market entry. Common strategies included reflective and autobiographical exercises, occupational exploration, simulations, and development of employability competencies. Overall, findings indicate that career interventions are associated with improvements in adaptability, self-efficacy, decision-making, and career engagement competencies. Despite these positive outcomes, methodological limitations were found, including reliance on self-report measures, lack of longitudinal follow-up, and restricted access to participants’ subjective processes. The review highlights the relevance of career interventions in supporting the university-to-work transition and underscores the need for methodologically robust studies, as well as integrative approaches that connect career development with mental health.