Zandvoort (2021) Initiatives, experiences and best practices for teaching social and ecological responsibility in ethics education for science and engineering students,

Choosing a career is often a challenge, especially in new professional contexts, as seen today with the fourth industrial revolution for students in STEM (Science, Technology, Engineering, and Maths). Students require not only technical and academic skills but also skills in making decisions in complex situations and environments. Higher and Vocational Education students in STEM must embrace the reality of career decision making from the beginning of their curriculum. They must be self-aware of their weaknesses, their personal qualities to improve and the strengths that will allow them to face with greater success a world / professional environment that are increasingly volatile, uncertain, complex, and ambiguous (VUCA). Institutions of higher education and vocational education (VET) can assist students to make appropriate decisions in their professional career in VUCA situations. They must not only train students to learn technical and academic skills but also enable these young people to be well prepared in the face of an unpredictable professional world. This paper presents some results of the DAhoy European project. It recalls the landmarks that are keys for leading one's decisions and actions making of the students and the different models for career management and counselling that address career decision-making in the domain. It overviews how STEM students should approach career decision making, and how higher and VET institutions can contribute to strengthening their decision-making skills and their judgment thanks to active teaching and learning activities. Some collaborative card games operated in four different European institutions show how to confront learners to different career situations and help them to improve their knowledge and decision skills.