Guiding for the Sense of Self: Ikigai, Resilience, and Reflexivity for a Pedagogy of Generative Guidance

Abstract

Research on educational professionalism shows that rapid social and cultural changes challenge educators’ ability to sustain meaningful professional identities, yet little is known about how integrative models can connect meaning, resilience, and intercultural recognition within guidance. This article addresses this gap through a theoretical–reflective analysis grounded in a hermeneutic approach, examining the interplay of Ikigai, career resilience, and intercultural guidance. The study identifies a pedagogy of generative guidance that moves beyond adaptation and supports the capacity to create meaning, learning, and reciprocity. This perspective offers relevant implications for educator training, reflective supervision, and learning communities, contributing to current debates on educational guidance.