<![CDATA[Vocational high schools in Indonesia provide students with specific vocational competencies that are expected to support their future learning and career pathways. However, the implementation of the zoning educational policy may limit students’ opportunities to access their preferred study programs because vocational programs and educational facilities are not evenly distributed across schools. This study aims to analyze the impact of the zoning system on vocational high school students’ learning-career pathways in Yogyakarta, Indonesia. A descriptive qualitative approach was employed in three public vocational high schools. Data were collected through observations, in-depth interviews, and documentation involving students and guidance and counseling teachers. The data were analyzed using an interactive qualitative analysis process and source triangulation was applied to strengthen the credibility of the findings. The findings indicate both positive and negative impacts of the zoning policy. Positively, zoning reduces the dichotomy between favorite and non-favorite schools and enables students to attend schools closer to their homes, potentially reducing transportation and educational costs. Negatively, unequal distribution of facilities, infrastructure, and vocational study programs restricts students’ opportunities to select programs aligned with their interests and abilities. Consequently, some students experience inappropriate major selection and non-linear learning-career pathways. The findings highlight the need for more equitable educational resources and stronger career guidance to support informed student choices. Keywords: learning career, major selection, vocational school, zoning educational policy]]>
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