<![CDATA[This systematic literature review examines the role of vocational guidance through work-based learning (WBL) in supporting career development within the education sector. Rapid technological change, globalization, and shifting labour market demands have increased pressure on educational institutions to prepare learners not only academically but also professionally. In this context, vocational guidance and WBL have emerged as important mechanisms for improving employability, career readiness, and transitions from education to work. Using a PRISMA-informed review design, this study analysed 40 peer-reviewed articles published between 2016 and 2025 and retrieved from Scopus, Web of Science, ERIC, Google Scholar, and ScienceDirect. Structured screening, quality appraisal, data extraction, and thematic synthesis were employed to identify recurring themes, intervention models, and reported outcomes. The findings indicate that most evidence is concentrated in higher education settings, particularly internships, placements, apprenticeships, and cooperative education programmes. Across the reviewed studies, WBL was consistently associated with stronger employability competencies, including communication, teamwork, problem-solving, adaptability, and professional identity formation. It also contributed to clearer career goals, increased self-efficacy, improved career decision-making, and smoother school-to-work transitions when supported by effective supervision, meaningful task design, reflective learning, and institutional coordination. Furthermore, successful WBL frequently operated as a multi-stakeholder ecosystem involving educational institutions, employers, career counsellors, and labour market systems. However, challenges remain, including uneven programme quality, unequal access to placements, limited supervision, and inconsistent implementation. The review concludes that vocational guidance through WBL can be an effective strategy for career development when intentionally integrated into educational systems. Future research should prioritise longitudinal evidence and underrepresented educational contexts.]]>
