Analysis of 4MAT Learning Types and Holland Career Types for the Development of Career Group Counseling Programs for University Students

Objectives This study aims to establish the foundation for developing effective career group counseling programs for university students by analyzing learning types based on the 4MAT theory and vocational aptitude test results utilizing the Holland theory. Methods To achieve this, from 2019 to 2021, a total of 3,306 freshmen from a university in Gyeongsang province were assessed using the Learning Type Measure (LTM), which is based on the 4MAT theory, and Holland’s vocational aptitude test to analyze their career types. The collected data were analyzed using SPSS 21. Results Among the 4MAT learning types, the first type of learning thinking style had the highest proportion with 1,137 students (34.4%). In terms of the learning behavior types, the acting type accounted for 1,915 students (57.9%), which was higher than the observing type with 1,391 students (42.1%). However, the proportion of the acting type decreased each year (63.9% in 2019, 46.5% in 2020, 43.2% in 2021), while the observing type increased (36.1% in 2019, 53.5% in 2020, 56.8% in 2021). Regarding the Holland career types, the social type was the most prominent with 1,279 students (38.7%), followed by the artistic type with 975 students (29.5%). Conclusions When developing and implementing career group counseling programs for university students, incorporating elements of cooperative learning that reflect relationship-centered characteristics, designing program sessions using the 4MAT-based career counseling model, and developing program modules that reflect the characteristics of Holland's career types could enhance the effectiveness, reliability, and quality of university-run career group counseling programs.