The Impact of Volunteer Work on the Development of Professional Skills and Career Aspirations of Young People

Vollständiger Abstract

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This article analyzes the impact of volunteerism on the development of professional competencies and the career trajectory of today’s youth. Using an interdisciplinary approach, this paper explores the theoretical aspects of volunteering as an informal educational institution, the functional mechanisms for transferring soft skills to the professional environment, and the correlation between volunteer experience and the career aspirations of university and college graduates. Particular attention is paid to the paradox of the devaluation of volunteer experience: despite employers’ high demand for supraprofessional competencies, the very fact of volunteering is often excluded from the formal assessment system of applicants. The article substantiates the thesis about the uneven conversion of volunteer capital: activities in event management and project offices provide a significant impetus for career growth, while social and everyday volunteering has a less pronounced impact on professional self-identification. Promising areas of development include the institutionalization of a volunteer’s digital portfolio and the integration of volunteer practices into higher education programs. The study’s empirical basis consists of surveys of students and HR specialists, revealing an asymmetry in perceptions: young people view volunteering as a testing ground for professional roles and network expansion, while recruiters lack valid methods for assessing volunteer experience. The need for standardized tools and mechanisms for independent certification — from structured competency-based interviews to digital footprint analysis on volunteer platforms: is substantiated. Reflective support plays a key role: practice diaries, supervision, mentoring programs, and portfolios allow for the explicable growth of cross-professional skills. Event-based, project-based, and intellectual volunteering are identified as areas of maximum professionalization, as opposed to episodic social and everyday activities. The potential for integrating service-learning approaches into curricula is emphasized, ensuring synergy between civic engagement and academic preparation.