INDIAN KNOWLEDGE PERSPECTIVES ON CAREER ASPIRATION AMONG SENIOR SECONDARY STUDENTS
DOI:
https://doi.org/10.29121/ShodhSamajik.v3.i2.2026.165Keywords:
Indian Knowledge System, Career Aspiration, Educational Interest, Self-Concept, Senior Secondary Students, Holistic Education, Career GuidanceAbstract
Career aspiration represents an important developmental outcome during the senior secondary stage, as it influences students’ educational choices, occupational directions, and long-term personal development. Within the framework of the Indian Knowledge System (IKS), career development is traditionally understood as a holistic process that integrates self-awareness, interest, aptitude, values, and social responsibility rather than merely achieving occupational success. However, in the contemporary educational context, students’ career aspirations are increasingly shaped by various psychological and academic factors within a rapidly changing socio-educational environment.
The present study investigates career aspiration among senior secondary school students from the perspective of the Indian Knowledge System, with special reference to educational interest and self-concept. The study employed a descriptive survey research design. A sample of 200 senior secondary school students was selected through a simple random sampling technique. Data were collected using standardized instruments measuring educational interest, self-concept, and career aspiration. Appropriate statistical techniques, including mean, standard deviation, correlation analysis, and t-test, were used to analyze the data.
The findings of the study indicate that both educational interest and self-concept have a significant and positive relationship with career aspiration among senior secondary students. The results also reveal that students with higher self-concept demonstrate stronger career aspirations than those with lower self-concept. The study emphasizes the relevance of Indian knowledge principles such as self-awareness, balance, and purposeful living in guiding meaningful career choices. The findings have important implications for educators, career counselors, and policy makers in integrating Indian knowledge perspectives into school-based career guidance programs.
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Copyright (c) 2026 Nisha Mishra, Dr. J. N. Yadav (Author)
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