Career counselling remains a privilege in South Africa, with only a fraction of the population having access to it. Scholars have argued that because of the lingering legacy of apartheid on the educational system, career counselling is inaccessible in the country (Shabangu & Mpofu, 2025). Maree (2009) found that career counselling opportunities are not fairly distributed and the majority of previously disadvantaged population groups do not receive career counselling. Farao and Du Plessis (2025) posited that schools located in poor communities do not have the ability to offer career counselling because of insufficient infrastructure and career educational resources. Furthermore, Bayane et al. (2025) observed that rural schools do not have trained professionals and resources to offer career counselling. While urban schools possess adequate resources to offer career counselling, the career information that under-resourced schools offer lacks depth and does not consider individual needs (Maree & Mahlalela, 2025). This is concerning and requires attention to bolster students’ career development plans early in their schooling.

Career counselling can empower youth to make informed decisions about their future (Roy, 2020). In addition, career counselling interventions are considered critical in helping young people to make career decisions (Jemini Gashi et al., 2023). However, rurality deprives youth of the opportunity to learn about career options and plan for the future because rural schools are believed to be unattractive and have a low standard in comparison to urban and private schools. Lindblad et al. (2025) emphasised that geographical locations, specifically remote and rural areas, contribute to young people being denied educational and economic opportunities. Hardy (2021) highlighted that while efforts by higher education institutions to offer career counselling and recruit learners often focus on urban schools, rural schools are neglected. Furthermore, the lack of private and resourceful schools, as well as poverty, restricts higher education institutions from recruiting learners in rural-based disadvantaged schools (Hardy, 2021). This renders rural youth incapacitated with knowledge about careers and unable to plan their career paths. Hence, career counselling interventions are imperative for youth in disadvantaged communities. Career counselling can play a critical role in helping rural youth develop career awareness and personal development. However, Dlamini (2019) revealed that teachers in rural schools in South Africa were unsuccessful in providing career counselling because of limited information. This warrants the need to inculcate a comprehensive career counselling strategy in schools to help broaden learners’ career aspirations beyond their communities and lead them to prudent career choices.

Career indecision is regarded as difficulties related to one’s inability to choose a career. Individuals struggle to make informed decisions about their ideal career paths for several reasons, including personal reasons and internal conflict, as well as environmental factors. While individuals may be inclined to choose a career path out of personal interests, environmental determinants such as the scarcity of jobs can impede them from choosing the identified career. In addition, individuals may suffer financial challenges and consequently fail to pursue an ideal career. The career decisions of youth in rural areas tend to be in disarray because of financial issues and a lack of information about career choices. This may further be exacerbated by a poor family capital, and impact individuals’ prospects of realising their full potential.

Career decision-making is stressful, overwhelming and requires significant effort (Munawar & Mustafa, 2025). Similarly, career indecisions can have negative implications for young people. Research has linked career indecisions to pervasive mental health outcomes. Ischner (1997) found that career indecisions among Grade 12 high school learners were related to depressive symptoms. Career indecisions were also found to be related to poor social adjustment, self-esteem problems and anxiety (Sumrani & Pandey, 2023). Moreover, Atitsogbe et al. (2024) revealed that high levels of career decision-making difficulties contributed to low levels of life satisfaction. Career decision-making difficulties can also lead to impulsivity related to choosing a career and thus may have long-term adverse consequences on individuals. Accordingly, difficulties in deciding on a career may have serious implications for one’s future by undermining their aspirations and potential. Because rural youth are geographically disadvantaged in relation to career development opportunities, the risk of career indecision and ill-considered career choices among these individuals is likely to be high. However, only a paucity of research has explored why some rural youth find it difficult to choose a career while others find it easy. It is against this background that the study endeavoured to explore factors that make it hard and easy for rural youth to choose a career.

In South Africa, studies on career guidance tend to focus primarily on high school learners to enhance a framework of career counselling in schools (Bayane et al., 2025; Farao & Du Plessis, 2025; Makola et al., 2021). By contrast, no studies have been conducted to explore factors that make it hard or easy for unemployed rural youth to choose a career. Consequently, the study seeks to offer a nuanced and novel approach to understanding the career decision-making experiences of unemployed rural youth and contribute to career counselling strategies for this population of interest. Considering the prevalence of youth unemployment in South Africa, the authors contend that centralising research and career counselling efforts solely to high school learners is proving to be unworkable, as youth continue to languish in turmoil about their career prospects. This justifies the need to explore and understand career decision-making processes among youth and to initiate appropriate support interventions.

The Psychology of Working Theory (PWT) was employed as the theoretical framework to guide the study. Duffy et al. (2006) developed the PWT, which was built on the Psychology of Working Framework (PWF) (Blustein, 2006). The PWT was developed on the notion that sociocultural factors inform the career decisions of poor, disenfranchised and marginalised individuals (Duffy et al., 2006). Accordingly, disadvantaged individuals have limited options regarding career choices and environmental circumstances often impose career choices on them. The PWF was developed to frame the experience and understanding of the working poor, unemployed and other individuals of marginalised identities in the career development process (Duffy et al., 2006). Furthermore, social class is the key factor that determines the absence or availability of opportunities, including access to social and economic resources that facilitate career development (Duffy et al., 2006). Similarly, rural youth are predisposed to impoverished and harsh socioeconomic conditions that circumscribe their access to career counselling. Rurality defines a social class and individuals’ standing in broader socioeconomic indices. Accordingly, the PWT propounds that social class is a barometer used to measure ways in which individuals are marginalised. In addition, marginalisation symbolises a relegation of individuals to a less powerful standing in society, which also serves as a barrier to access career development opportunities and decent work (Duffy et al., 2006). Unlike urban youth, rural youth are geographically and economically marginalised. Their remoteness from career development opportunities undermines sensible career decision-making prospects, upward mobility opportunities and chances of attaining a decent living. Duffy et al. (2006) further highlighted that those economic constraints, which are symbolised by social class, act as a barrier to vocational exploration activities and, accordingly, pose a significant threat to the career development of disadvantaged youth.

The PWT was crucial for this study as it affords insights into the aetiology of career decision-making difficulties among marginalised youth because of social conditions. The theory also posits that career choices are a product of individuals’ social standing in society. Therefore, understanding a career decision or lack thereof should be framed within the lenses of one’s socioeconomic context. In addition, it is important that career counselling efforts are tailored in accordance with contextual factors.

The participants were recruited through the career guidance community engagement project, registered with the College of Human Sciences at the University of South Africa. The project is a youth empowerment initiative aimed at providing comprehensive career counselling to rural youth using a multidisciplinary approach in collaboration with youth development non-governmental organisations (NGOs). The multidisciplinary team comprised psychologists, agricultural and applied management experts. Collaboratively, the team designed and offered workshops on career exploration, career planning, goal setting, self-assessment and entrepreneurship. The project, therefore, enhanced the participants’ knowledge in relation to a variety of career options, career planning and entrepreneurial skills, among others.

In this study, data were collected by the researchers at a career guidance event offered in the North West province. All the participants were black, from the same rural community, which is mostly affected by a lack of resources and development. A total of 85 participants participated in the study. However, two participants who were above the age of 35 were excluded from the analysis because the focus of the study was on youth. Effectively, participants included 83 unemployed youth between the ages of 19 and 35 years, with 31 identified as male and 52 as female. While 19 participants had qualifications below Grade 12, 46 had grade 12, three a higher certificate or equivalent, 11 a diploma and one a degree. Three participants did not disclose their qualifications. All the participants were unemployed (see Table 1).

Qualitative data were conveniently collected from 83 unemployed youth who volunteered to complete the questionnaire after attending a career guidance event offered by the researchers in the North West province. All participants attended the career guidance event as part of a community engagement initiative held in collaboration with a local NGO. After the event, participants were requested to voluntarily participate and complete a paper-based semi-structured questionnaire developed by researchers. The questionnaire inquired about the participants’ demographic information, followed by a closed-ended question, which required them to indicate whether they found it hard or easy to decide on a career choice. Based on the response provided, participants were requested to elaborate or provide reasons, which made it hard or easy for them to make a career choice. Employing a semi-structured questionnaire, particularly the inclusion of an open-ended question, allowed participants to provide in-depth information and answer more freely without restrictions (Khan et al., 2024; Ranganathan & Caduff, 2023). This also allowed researchers to gather a range of answers and determine common themes (Ranganathan & Caduff, 2023). Participants were encouraged to share their experiences relating to career guidance. Before completing the questionnaire, researchers explained the reasons for participating in the study to help participants make an informed decision. The researchers remained present throughout the data collection process to assist participants with the translation of the questions to prevent language barriers and ensure they all understood the questions, as they were from various educational backgrounds. Accordingly, this helped the participants to understand the questions and relate them to their personal experience of choosing a career. In addition to demographic information, the participants were asked to indicate whether they found it easy or hard to choose a career. The objective of the study was formulated based on this question (Figure 1).

Qualitative content analysis and inductive coding were conducted, thus allowing the researchers to identify and analyse important concepts from the collected data, without the theory over-defining the concepts. As a systematic method, qualitative content analysis permits analysis of descriptive and interpretative data into categories and themes (Lindgren et al., 2020). Content analysis and inductive coding were deemed appropriate for this study, as the data collected were analysed based on what participants shared, instead of following specific predetermined themes (Kyngäs, 2019). In this study, content analysis entailed sorting and separating incomplete questionnaires and subsequently preparing to read the data. Thereafter, the researchers familiarised themselves with the data by reading the content thereof to acquire a general understanding of it. The process of developing codes emerged after reading and re-reading through the data. Codes were identified and defined by reading the data repeatedly and accordingly generating categories from the data. Once categories were generated, codes were sorted into these categories, which were later grouped into broader categories. A qualitative codebook was used to sort the codes and generate themes. The researchers used the codebook to verify the codes and reach consensus about the themes. Consequently, the broader categories were interpreted, and themes and sub-themes were identified, from which conclusions were drawn in relation to the research question.

Ethical clearance for this study was obtained from the University of South Africa, College of Human Sciences Research Ethics Review Committee (Rec-240816-052). The study protocol was reviewed and approved in accordance with institutional guidelines for research involving human participants. The purpose of this study and the procedures were explained to the participants. In addition, the participants were guaranteed that participation was voluntary. Furthermore, they signed an informed consent form, which was also translated to them before they completed the questionnaire. The questionnaire was completed in a room in the presence of the researchers. To ensure anonymity, the participants’ identities were not required. Moreover, the researchers used quotes and omitted the names and other identifiers in the study. The data collected were treated with confidentiality, and access thereof was limited to the researchers.

Most of the participants stated that they were confused and clueless about choosing a career, which was because of a lack of support. Participants said:

Sefotho (2017) and Pillay (2020) found that the lack of career planning in South Africa has a negative impact on the economic and psychological well-being of young people. Pillay (2020) further argued that young people in South Africa often pursue higher education and training without proper planning for their desired field of study. This theme reveals that rural youth feel confused and clueless about career choices, while others lack educational support towards career choices. The participants’ confusion and a lack of direction reflect systemic gaps in educational support structures and are better explained by the PWT, which characterises systemic gaps in education structures as a product of one’s social standing that serves as a barrier preventing personal development (Duffy et al., 2006), thus reinforcing the need for integrated career services in schools. The implementation of career services in schools would facilitate career development early in learners’ schooling to nurture their desires, aspirations and personal goals. In addition, this would ensure that learners receive the necessary knowledge about careers before reaching their youth, thus curtailing youth career indecisions and prospects of unemployment. Moreover, the findings of this study underscore the crucial role of structured and government-funded career counselling programmes in helping rural youth make informed decisions before navigating their career pathways.

Some of the participants expressed the importance of exposure to career development services, which assisted them in becoming aware of the process involved in making relevant career choices. Participants explained:

The PWT proposes that learners’ career development is shaped not only by personal interests and abilities but also by structural factors such as socioeconomic constraints and access to opportunities (Duffy et al., 2006). Hence, participants regarded exposure to career guidance opportunities invaluable for their decision-making. Pelewe (2025) found that high school youth rely on career development to advance their future. The findings of this study revealed that young individuals recognise the importance of career guidance, emphasising that it helps them to shape their future. Furthermore, the importance of self-awareness and exposure to career development opportunities concurs with theories of career construction (Savickas, 2013), which highlight the role of personal agency and narrative in career decision-making. The participants who had access to career development services demonstrated greater clarity and confidence, suggesting that exposure to services such as career guidance can aid career decisions and be effective for career planning. This is in accordance with Roy (2020) and Jemini Gashi et al. (2023), who asserted that career counselling empowers youth to make informed decisions and is critical for personal development. The findings call for a youth-centred career guidance strategy for rural youth to aid them in making career choices.

Some of the participants indicated that social factors, including imposed choices, parental influence and financial challenges, influenced their career choices, either negatively or positively. One participant shared:

A second participant stated:

However, some described the positive influence of social factors. One participant explained:

The findings of this study revealed that social factors such as parental pressure, role modelling and financial constraints influenced career choices. Several studies concur with the findings (Ajayi et al., 2022; Blake & Mestry, 2021; Ochonogor & Seroto, 2021), indicating that parents have a significant influence on their children’s career choices because parents tend to believe that they are guiding their children in their career path, rather than making decisions for them (Ochonogor & Seroto, 2021). The results suggest the need for parents to withdraw from rural youth’s career decision-making process to allow them space to make favourable career choices. Guarding against forced career choices can prevent long-term adverse consequences, such as mental health problems and advance individual growth or self-actualisation.

The findings demonstrate that geographical circumstances do not always serve as a barrier, as other participants were able to make a career choice through role modelling. A study of career development among rural learners also confirmed the role of significant others in career decisions (Maree & Mahlalela, 2025). The findings highlight the importance of targeted interventions to counteract systemic conditions for rural youth through positive influences such as entrepreneurial role modelling. While role modelling can have a positive influence on career decisions, as revealed by the participants who benefitted from entrepreneurial parents, it is also crucial to prevent parental-imposed career choices.

The study showed that financial constraints can suppress aspirations, leading to unexplored academic aspirations and, therefore, detrimental career choices. This argument is also conveyed by the PWT, which succinctly points out that economic constraints act as a barrier to vocational exploration (Duffy et al., 2006). This means that financial disadvantages linked to rurality as a social class tend to delimit career aspirations and undermine efforts for self-actualisation. These findings demonstrate the need for investment in youth development funding to cushion rural youth against career-limiting financial constraints that prevent them from furthering their studies.

Some of the participants shared that their career decision-making depended on their personal ambitions. This suggests that personal ambitions may have made it easy for some participants to make a career choice. This means that participants made a choice on something that resonates with personal ambitions. Participants noted:

The findings suggest that the ease of making a career choice among participants was influenced by personal ambitions. This underscores the importance of individual determination in choosing a career without contextual limitations or restrictions. The PWT denounces social class constraints and barriers to vocational exploration and advocates for self-determination in career development (Duffy et al., 2006). Chen and Doherty (2021) explained how rural identity can obscure young people from envisioning opportunities beyond their immediate communities, leading to constrained aspirations. This emphasises the importance of a career counselling strategy that is individualistic in approach and personal in response to individual career needs. A personalised career counselling strategy can encourage a sense of mattering among young people and strengthen individual aspirations.

Firstly, the findings of this study are context-specific and may not be generalisable to all youth across South Africa, particularly those in urban and better-resourced settings. Future research should consider replicating the study with a broader sample from varying contexts. Secondly, the sample size and demographic diversity may also limit the breadth of perspectives captured, as the voices of youth from different provinces, ethnic backgrounds and/or educational levels may vary significantly. Future research should consider increasing the sample size and including diverse participants to capture a broader range of perspectives. Thirdly, the data were collected following a career guidance workshop. Therefore, reliance on self-reported data introduces potential biases, including social desirability. Future research should consider alternative data collection strategies to minimise self-reported bias. Lastly, the cross-sectional nature of the study, which does not account for how career decision-making may evolve over time or in response to changing personal and/or economic circumstances, may be regarded as another limitation. Future research may employ a longitudinal research design to understand how participants’ career decision-making processes change over time.

The PWT provides a framework for understanding the plight of rural youth and the structural disadvantages imposed by their social class. Thus, warranting investment in vocational support initiatives for rural youth. Career counselling and community-based mentorship programmes that bring career information directly to youth in rural areas are crucial for thwarting career indecisions and youth unemployment. This study highlights the urgent need for equitable access to career counselling services, particularly in rural and disadvantaged communities. Furthermore, the study suggests a need for rural-based career counselling interventions targeting young individuals Not in Education, Employment or Training (NEETs). Such interventions will not only help young people in making informed career decisions with ease but also level the ground between rural and urban youth for equitable economic opportunities and reduce rural youth unemployment.