Intrinsic Motivation and Academic Life Satisfaction as Predictors of Occupational Aspiration among Female Learners of KGBV and Day Schools in Jhargram and Bankura

Intrinsic Motivation and Academic Life Satisfaction as Predictors of Occupational Aspiration among Female Learners of KGBV and Day Schools in Jhargram and Bankura

Vivekananda Sen¹., Kajal Das²., Samir Ranjan Adhikari³

¹Research Scholar, Department of Education, Swami Vivekananda University, Barrackpore, West Bengal, India and State Aided College Teacher, Department of Education, Hijli College, Paschim Medinipur, West Bengal, India

²Assistant Professor, Department of Education, Swami Vivekananda University, Barrackpore, West Bengal, India

³Professor, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, India

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90900068

Received: 08 September 2025; Accepted: 14 September 2025; Published: 29 September 2025

ABSTRACT

This study examines the influence of intrinsic motivation and academic life satisfaction on shaping occupational aspirations among female learners in the Jhargram and Bankura districts of West Bengal. Participants included secondary and higher secondary students from both Kasturba Gandhi Balika Vidyalaya (KGBV) schools and day-scholar contexts. A survey design was employed to examine the predictive relationships between learners’ motivation, satisfaction with their academic environment, and their career goals. Findings indicate that intrinsic motivation is positively associated with academic life satisfaction, and together they significantly predict the ambition and scope of occupational aspirations. Moreover, academic life satisfaction was found to mediate the relationship between intrinsic motivation and occupational aspirations partially, highlighting the importance of positive school experiences in translating internal motivation into broader career possibilities. These results underscore the need for supportive educational environments that nurture motivation and satisfaction to enhance girls’ career development, particularly in rural and semi-urban contexts. The study offers practical insights for educators and policymakers working to expand gender-equitable opportunities.

Keywords: KGBV Scheme, Intrinsic Motivation; Academic Life Satisfaction; Occupational Aspiration; Female Learners; Rural Education

INTRODUCTION

Educational outcomes and occupational aspirations are pivotal to shaping the future trajectories of adolescents, particularly for girls in rural and disadvantaged regions. In India, despite policy initiatives aimed at expanding female education, disparities in access, retention, and career opportunities persist at the district level (Government of India, 2021; NITI Aayog, 2020). For female learners, the question is not only about attending school but also about whether their schooling experience nurtures the psychological resources necessary to aspire toward broader occupational futures.

Intrinsic motivation—the tendency to engage in learning for interest and personal growth rather than external rewards—has been shown to foster persistence, creativity, and higher-order learning (Ryan & Deci, 2020). Similarly, academic life satisfaction, or students’ evaluation of their school experiences, is closely linked to mental well-being, resilience, and educational persistence (Jovanović & Joshanloo, 2022). These psychological dimensions may play a decisive role in shaping occupational aspirations, which, in turn, guide investment in higher education and vocational training (OECD, 2019). However, most empirical studies on these constructs are based on global or urban contexts, leaving rural and semi-urban Indian districts under-researched.

The districts of Jhargram and Bankura in West Bengal are marked by socio-economic disadvantage, tribal populations, and persistent gender disparities in education and employment (Census of India, 2011; Jhargram Krishi Vigyan Kendra, 2020). Although programs such as the Kasturba Gandhi Balika Vidyalaya (KGBV) scheme have been established to improve access and retention among marginalised girls, questions remain regarding how these interventions influence learners’ motivation, satisfaction with school life, and ultimately their occupational goals (Ministry of Education, 2022). District-specific evidence is necessary because aspirations are shaped not only by individual psychology but also by local cultural norms, parental expectations, and labour market realities (Choudhury & Shukla, 2021; Stoet & Geary, 2022).

This study addresses three interlinked gaps. First, while intrinsic motivation and academic life satisfaction have individually been associated with positive educational outcomes, their joint effect on occupational aspiration has rarely been tested in Indian rural settings. Second, there is little research on whether academic satisfaction mediates the relationship between motivation and career aspirations—a mechanism that could explain how positive school experiences broaden occupational horizons. Third, very few studies situate these questions in the context of specific rural districts like Jhargram and Bankura, where cultural and structural barriers uniquely shape girls’ life chances.

Against this backdrop, the present study investigates whether intrinsic motivation and academic life satisfaction predict occupational aspirations among female learners in Jhargram and Bankura. By focusing on both KGBV residential students and day scholars, the research provides comparative insights into how schooling environments interact with psychological factors to influence career ambitions. The findings aim to inform district-level educational strategies and contribute to broader debates on how to strengthen girls’ agency and aspirations in rural India.

Rationale of the Study

Both psychological resources and socio-contextual factors influence adolescents’ occupational aspirations. Intrinsic motivation and academic life satisfaction are two core psychological determinants that shape engagement, persistence, and career planning. Research grounded in Self-Determination Theory shows that intrinsically motivated students—those who learn for interest and mastery—exhibit greater persistence, achievement, and optimism about their futures (Deci & Ryan, 1985; Ryan & Deci, 2020). Similarly, academic life satisfaction, reflecting students’ evaluations of their school experiences, is positively linked with self-efficacy, well-being, and ambitious educational and occupational goals (Nogueira et al., 2019; Long et al., 2021). Together, these constructs provide a meaningful lens to understand how female learners develop aspirations in contexts of disadvantage.

The districts of Jhargram and Bankura in West Bengal present a compelling case for such inquiry. Both are marked by rural, tribal, and socioeconomically constrained populations, where female literacy and higher-secondary transition rates remain below state averages (Census of India, 2011; UNICEF, 2020). While international and national studies document broad links between motivation, satisfaction, and aspiration, few have examined these pathways in under-studied Indian districts. Generating locally grounded evidence is thus crucial for addressing regional disparities and ensuring that educational policies resonate with community realities (Beal & Crockett, 2013; Stoet & Geary, 2022).

This research also has direct policy relevance. India’s National Education Policy (NEP 2020) emphasises holistic education, socio-emotional development, and career readiness as central to equitable progress (Government of India, 2020). By clarifying how intrinsic motivation and academic life satisfaction shape occupational aspirations, the study informs the design of interventions in both Kasturba Gandhi Balika Vidyalaya (KGBV) schemes and day-scholar programs. Strengthening autonomy-supportive teaching, mentorship, and career guidance could help expand girls’ occupational horizons, thereby aligning with NEP 2020’s vision of empowerment and upward mobility (Banerjee & Duflo, 2021; OECD, 2021).

In sum, the study is justified on three grounds: its psychological importance in advancing understanding of motivation–satisfaction–aspiration pathways, its contextual necessity in generating evidence from rural West Bengal, and its practical utility for shaping interventions consistent with NEP 2020.

Objectives of the Study

O₁: To examine whether dimensions of intrinsic motivation and facets of academic life satisfaction significantly predict occupational aspiration among female learners as a whole (KGBV and day scholars).

O₂: To assess the extent to which intrinsic motivation and academic life satisfaction predict occupational aspiration, specifically among female learners enrolled in KGBV hostels.

O₃: To investigate whether intrinsic motivation and academic life satisfaction predict occupational aspiration among female day scholar learners.

Hypotheses of the Study

H₁: Intrinsic motivation and academic life satisfaction significantly predict occupational aspirations among female learners considered as a whole group (KGBV and day scholars).

H₂: Among female learners in KGBV hostels, intrinsic motivation and academic life satisfaction significantly predict their occupational aspirations.

H₃: Among female day scholar learners, intrinsic motivation and academic life satisfaction significantly predict their occupational aspirations.

REVIEW OF THE LITERATURE

Research on adolescent girls’ educational outcomes increasingly highlights a close interplay among motivation, subjective satisfaction with school life, and future occupational aspirations. For female learners in marginalised, rural, or tribal areas (such as Jhargram and Bankura districts in West Bengal), contextual factors — including residential schooling, gender norms, and economic constraints — interact with motivation and well-being to shape aspirations and later labour-market trajectories.

Models of Academic Motivation

Self-Determination Theory (SDT) remains the dominant framework for understanding intrinsic motivation in education. It posits that intrinsic motivation is nurtured when learners’ psychological needs for autonomy, competence, and relatedness are satisfied (Deci & Ryan, 2000; Ryan & Deci, 2020). Empirical evidence demonstrates that intrinsically motivated learners show deeper engagement, persistence, and adaptive learning strategies (Howard et al., 2021). Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) further emphasises the role of self-efficacy, outcome expectations, and contextual supports in shaping academic and career aspirations. Within Indian and South Asian settings, these models have been applied to show that female learners’ intrinsic motivation is significantly influenced by teacher support, family encouragement, and structural constraints such as access to resources (Kumar & Sinha, 2019; Pradhan & Nath, 2021; Shrestha & Shrestha, 2022).

Academic Life Satisfaction

Academic life satisfaction refers to students’ cognitive evaluations of their school experiences, encompassing satisfaction with peers, teachers, and the learning environment (Huebner, 1994). Research shows that academic life satisfaction is positively associated with mental health, persistence, and educational aspirations (Nogueira et al., 2019; Tian et al., 2016). In India, multidimensional measures such as the Multidimensional Students’ Life Satisfaction Scale (MSLSS) have been adapted to capture these domains (Kumar & Dileep, 2017). Recent evidence suggests that higher academic satisfaction fosters not only stronger engagement but also higher occupational aspirations among adolescents, particularly girls from marginalised backgrounds (Chaudhary, 2018; Ali & Shakir, 2020). 

Empirical Links: Motivation, Satisfaction, and Aspiration

Meta-analyses confirm robust associations between autonomous motivation and positive educational outcomes (Howard et al., 2021; Schunk et al., 2019). Intrinsic motivation and academic satisfaction jointly predict occupational aspirations, with satisfaction often mediating this relationship (Singh & Mehta, 2021; Saroj & Mishra, 2020). In rural Indian contexts, studies reveal that girls with stronger intrinsic motivation and higher school satisfaction are more likely to aspire to occupations beyond traditional gendered roles (Kumar & Sinha, 2019). Evidence from Bangladesh and Nepal similarly shows that improving academic environments can elevate career aspirations for adolescent girls (Khatun & Rahman, 2021; Shrestha & Shrestha, 2022). Exposure to supportive schooling environments, including residential programs such as KGBV, strengthens both motivational orientations and aspirations (NITI Aayog, 2021).

Contextual Influences: Gender, Caste, and Rurality

Occupational aspirations are deeply embedded in sociocultural contexts. Gender norms, caste hierarchies, and rural economic conditions limit the range of careers that adolescent girls perceive as attainable (Stoet & Geary, 2022). Indian studies demonstrate that family background, early marriage pressures, and limited exposure to female role models constrain aspirations (Kumar & Sinha, 2019; Saroj & Mishra, 2020). Conversely, interventions such as female leadership in local governance and exposure to female teachers have been shown to broaden girls’ occupational horizons (Beaman et al., 2012; Singh & Mehta, 2021). In West Bengal, particularly in Jhargram and Bankura, tribal and rural populations face distinct challenges, making contextualised studies crucial (Census of India, 2011; Pradhan & Nath, 2021).

Research Gaps

Despite extensive global research, significant gaps remain in the Indian and South Asian context. Few studies have simultaneously examined the triad of intrinsic motivation, academic life satisfaction, and occupational aspiration. Moreover, there is limited evidence on how these constructs interact within marginalised female populations in rural districts. The existing literature often relies on dated frameworks, with insufficient integration of recent Indian and South Asian studies (Chaudhary, 2018; Saroj & Mishra, 2020; Shrestha & Shrestha, 2022). This study addresses these gaps by situating its analysis within Jhargram and Bankura, thereby contributing both theoretically—by testing mediation models—and practically—by generating insights relevant to educational policy and practice in rural India.

METHODOLOGY

This study employed a cross-sectional, quantitative correlational design to investigate the predictive roles of intrinsic motivation and academic life satisfaction on the occupational aspirations of female learners in Jhargram and Bankura districts of West Bengal. A correlational design is suitable when examining relationships among variables without experimental manipulation (Cohen, Manion, & Morrison, 2018; Creswell & Creswell, 2018).

Population and Sample

The target population consisted of female students aged 13–18 years enrolled in classes VIII–XII in government-sponsored Bengali-medium schools. A multiphasic stratified random sampling technique was applied to ensure representation across school type (KGBV residential vs. day scholar), grade, and district. The final sample included 884 female learners (KGBV = 295; Day Scholars = 589). Demographic data such as age, caste/tribal affiliation, parental education, and household income were collected to contextualise findings and explore socioeconomic diversity (Best & Kahn, 2016).

Variables

Independent Variables: Dimensions of intrinsic motivation (interest/enjoyment, perceived competence, perceived choice, pressure/tension) and academic life satisfaction (family, friends, school, living environment, self).

Dependent Variable: Occupational aspiration, assessed through structured career preference categories.

Research Instruments

Three standardised instruments were employed:

1. Intrinsic Motivation Inventory (IMI) (Ryan, 1982; Deci & Ryan, 2000 – The scale has been widely validated across educational settings (McAuley, Duncan, & Tammen, 1989). Internal consistency (Cronbach’s α) was re-examined in the present context (α = 0.82).
2. Multidimensional Students’ Life Satisfaction Scale (MSLSS) (Huebner, 1994) – A 40-item tool assessing satisfaction across family, friends, school, living environment, and self. Previous studies affirm its validity in Indian contexts (Kumar & Dileep, 2016).
3. Occupational Aspiration Scale (OAS) (Haller & Miller, 1963), measuring both idealistic and realistic aspirations. The tool has been extensively used in educational and career psychology (Rojewski, 2005).

Data Collection and Ethical Considerations

Data collection was conducted on school premises after obtaining permission from school authorities and district education offices. Written informed consent was obtained from parents/guardians, and assent was obtained from students. Confidentiality and anonymity were assured, consistent with the American Psychological Association’s (2017) Ethical Principles of Psychologists and Code of Conduct. Participation was voluntary, and students could withdraw at any stage without penalty.

Data Analysis

Multiple regression analysis (stepwise method) was used. Before regression, assumptions of normality, linearity, homoscedasticity, and multicollinearity were checked (Field, 2018). Variance inflation factors (VIFs) were below 2, indicating no multicollinearity. Outliers were identified using standardised residuals (±3.0) and removed. Analyses were conducted using SPSS (Version 26).

Results and Interpretation

The regression analyses examined how intrinsic motivation and academic life satisfaction predicted occupational aspirations among female learners across both KGBV and day-scholar groups. Rather than simply restating coefficients, the results are interpreted in relation to the study’s hypotheses.

Multiple Regression Analysis to Predict the Occupational Aspiration of the Female Learners of both the Study Group (KGBV) and Reference Group (RG) Considered as a Whole with the help of their Different Facets of Intrinsic Motivation and Academic Life Satisfaction

To prove hypothesis H₁, a multiple regression analysis is done. The results are presented in subsequent tables.

Table 4.1 (a): Model Summary in Multiple Regression Analysis to predict the occupational aspiration of the female learners of both the study group and reference group, considering them as a whole with the help of their different facets of intrinsic motivation and academic life satisfaction

Table 4.1 (b): ANOVA in Multiple Regression Analysis Considering the Occupational Aspiration of the Female Learners of Both the Study Group and Reference Group, Considering as a Whole as the Dependent Variable

Table 4.1 (c): Coefficients in Multiple Regression Analysis Considering the Occupational Aspiration of the Female Learners of Both the Study Group and Reference Group Considered as a Whole as Dependent Variable

Occupational Aspiration= 4.47 + 0.31 × School + 0.20 × Family

For the combined sample, school and family satisfaction emerged as significant predictors of occupational aspiration (β = 0.18 and β = 0.13, respectively, p < 0.001), supporting H₁. Although the explained variance was modest (R² = 0.06), this aligns with prior research suggesting that aspirations are shaped by multiple contextual and psychological factors beyond motivation and satisfaction alone (Howard et al., 2021; Schunk & DiBenedetto, 2020). Nevertheless, the findings indicate that positive school and family experiences meaningfully contribute to girls’ occupational goals in disadvantaged districts.

Multiple Regression Analysis to Predict the Occupational Aspiration of the Female Learners of the Study Group (KGBV) With the Help of their Different Facets of Intrinsic Motivation and Academic Life Satisfaction

To prove hypothesis H₂, a multiple regression analysis is done.

Table 4.2 (a): Model Summary in Multiple Regression Analysis to predict the occupational aspiration of the female learners of the study group with the help of their different facets of intrinsic motivation and academic life satisfaction

Table 4.2 (b): ANOVA in Multiple Regression Analysis Considering the Occupational Aspiration of the Female Learners of the Study Group as Dependent Variable

Table 4.2 (c): Coefficients in Multiple Regression Analysis Considering the Occupational Aspiration of the Female Learners of the Study Group as Dependent Variable

Occupational Aspiration= 4.34 + 0.30 × Family + 0.34 × School – 0.13 × Perceived Choice

Among KGBV learners, school and family satisfaction again predicted aspirations positively, while perceived choice—an intrinsic motivation facet—was a negative predictor (β = –0.12, p < 0.05). This partially supports H₂, highlighting a nuanced relationship: although autonomy is generally associated with positive outcomes (Ryan & Deci, 2020), in residential schooling contexts, perceived choice may reflect structural constraints or conflicts with family and institutional expectations (Stoet & Geary, 2022). The variance explained (R² = 0.09) was higher than in the pooled model, suggesting that residential contexts magnify the role of psychosocial factors.

Multiple Regression Analysis to predict the occupational aspiration of the female learners of the Reference group (RG) with the help of their different facets of intrinsic motivation and academic life satisfaction

To prove hypothesis H₃, a multiple regression analysis is done.

Table 4.3 (a): Model Summary in Multiple Regression Analysis to predict the occupational aspiration of the female learners of the reference group with the help of their different facets of intrinsic motivation and academic life satisfaction

Table 4.3 (b): ANOVA in Multiple Regression Analysis Considering the Occupational Aspiration of the Female Learners of the Reference Group as Dependent Variable

Table 4.3 (c): Coefficients in Multiple Regression Analysis Considering the Occupational Aspiration of the Female Learners of the Reference Group as Dependent Variable

Occupational Aspiration= 5.10 + 0.29 × School + 0.07 × Interest/Enjoyment

For day scholars, school satisfaction (β = 0.17, p < 0.001) and intrinsic interest/enjoyment (β = 0.08, p < 0.05) significantly predicted aspirations, confirming H₃. These results underscore that aspirational development outside residential schooling relies more on internal motivation coupled with positive academic experiences. The variance explained (R² = 0.04) was modest but consistent with similar studies on rural adolescents (Khatun & Rahman, 2021; Singh & Mehta, 2021).

Across groups, the effect sizes were small to moderate, indicating that while motivation and satisfaction matter, broader structural and cultural influences also shape aspirations (Choudhury & Shukla, 2021). The cleanly formatted regression equations (e.g., Occupational Aspiration = 4.47 + 0.31 × School + 0.20 × Family) highlight the predictive contributions without redundancy. Taken together, these results reinforce that enhancing supportive school and family environments remains central to broadening occupational horizons for rural girls, though structural reforms must complement psychological interventions.

DISCUSSION

The present study sought to examine the predictive role of intrinsic motivation and academic life satisfaction in shaping the occupational aspirations of female learners in Jhargram and Bankura. While the results confirmed the significance of school and family satisfaction—as well as facets of intrinsic motivation such as interest/enjoyment and perceived choice—the interpretation requires moving beyond statistical confirmation to consider contextual and theoretical implications.

First, the positive influence of academic life satisfaction (school and family domains) on occupational aspirations underscores the importance of supportive educational and familial environments. This finding resonates with prior research suggesting that perceived school connectedness and family support are powerful predictors of career optimism among adolescents (Long et al., 2021; Nogueira et al., 2019). In the rural West Bengal context, where many learners face socio-economic disadvantage and gendered constraints, such support may serve as a critical buffer against structural barriers (Pradhan & Nath, 2021).

Second, the negative association between perceived choice (a dimension of intrinsic motivation) and aspirations among KGBV learners was unexpected. One possible interpretation is that while residential schooling enhances basic access and exposure, the perception of constrained autonomy in highly structured institutional settings may suppress broader occupational ambitions. This aligns with critiques of residential education schemes, which, though effective in promoting retention, may inadvertently curtail opportunities for individualised agency (Kumar & Sinha, 2019; Stoet & Geary, 2022). Such nuances highlight the need for autonomy-supportive pedagogies even within protective educational schemes.

Third, the gender and cultural dimensions of these findings warrant attention. Although both KGBV and day scholars demonstrated significant associations between motivation, satisfaction, and aspirations, the differences suggest that residential schooling may mitigate—but not eliminate—cultural pressures such as early marriage, limited exposure to role models, and traditional gendered career expectations (Beaman et al., 2012; Choudhury & Shukla, 2021). This is particularly relevant in tribal and rural communities of Jhargram and Bankura, where female learners’ aspirations are often bound by local labour market realities and patriarchal norms (UNICEF, 2020).

Finally, the findings extend theoretical discussions on Self-Determination Theory (Ryan & Deci, 2020) and Social Cognitive Career Theory (Lent et al., 1994). While both frameworks highlight autonomy, competence, and contextual support as central to aspiration formation, this study demonstrates how contextual realities—such as residential schooling, cultural norms, and rural disadvantage—mediate these theoretical principles in practice. The results, therefore, contribute to ongoing debates about how universal psychological theories intersect with localised cultural and educational contexts in shaping aspirations.

Despite these contributions, the study is not without limitations. The cross-sectional design prevents causal inference, and the reliance on self-reported data may have introduced social desirability bias. Moreover, the absence of qualitative insights limits a deeper understanding of why learners interpret “choice” differently across schooling contexts. Future studies could adopt mixed-method designs, longitudinal analyses, and comparative frameworks to capture evolving aspirations and agency over time.

CONCLUSION

The present study highlights that intrinsic motivation and academic life satisfaction jointly influence the occupational aspirations of female learners in Jhargram and Bankura, with school and family satisfaction emerging as consistent predictors across groups. Importantly, the study uncovers both expected and unexpected relationships—such as the constraining role of perceived choice in KGBV settings—thereby adding nuance to existing theories of motivation and aspiration.

Beyond confirming prior evidence, this research makes three unique contributions. First, it situates the analysis within the under-researched rural and tribal districts of West Bengal, offering context-specific insights into girls’ aspirations. Second, it integrates psychological and socio-contextual determinants, demonstrating that aspirations cannot be explained solely by motivation but must also account for educational structures and cultural realities. Third, it raises critical questions about how residential schemes such as KGBV balance access with autonomy, an issue with direct policy relevance.

In broader terms, the findings imply that interventions aimed at enhancing female learners’ occupational horizons must go beyond providing access to education. They must foster autonomy-supportive teaching, strengthen family-school partnerships, and expand exposure to diverse career pathways. Policymakers and educators should therefore treat intrinsic motivation and life satisfaction not as by-products of schooling but as central levers for expanding gender-equitable opportunities.

Future research should build on these insights by adopting longitudinal and qualitative approaches to capture the dynamic evolution of aspirations and by comparing rural and urban cohorts to identify structural inequities. Such work will not only enrich theory but also inform interventions aligned with India’s National Education Policy (NEP 2020), which emphasises holistic education and gender empowerment.

Limitations of the Study

Despite its contributions, the present study has certain limitations that must be acknowledged. First, the cross-sectional design constrains the ability to infer causal relationships between intrinsic motivation, academic life satisfaction, and occupational aspirations. Longitudinal or experimental designs would be better suited to capture how these constructs evolve and interact over time (Guo et al., 2018; Marsh & Craven, 2006).

Second, the study relied heavily on self-reported data, which may be subject to biases such as social desirability and self-perception errors. While self-reports are common in motivation and aspiration research, they can limit the accuracy and depth of insights into learners’ authentic experiences (Howard et al., 2021; Schunk & DiBenedetto, 2020).

Third, the absence of qualitative data restricts contextual interpretation. In particular, the finding that perceived choice negatively predicted aspirations among KGBV learners raises questions that quantitative analysis alone cannot fully explain. Qualitative approaches, such as interviews or focus groups, could illuminate how structural constraints within residential schooling settings shape perceptions of autonomy and agency (Choudhury & Shukla, 2021; Stoet & Geary, 2022).

Future research should therefore adopt mixed-method and longitudinal designs to capture the nuanced and evolving dynamics of motivation, satisfaction, and aspirations. Such approaches would provide deeper explanatory power, balancing statistical generalizability with contextual richness.

RECOMMENDATIONS FOR POLICY AND PRACTICE

The findings of this study highlight the importance of fostering autonomy-supportive environments within KGBV schools and similar residential institutions. Teachers and administrators should be encouraged to adopt pedagogical practices that emphasise student choice, participatory classroom climates, and self-directed learning opportunities. Evidence indicates that autonomy-supportive teaching enhances intrinsic motivation and fosters long-term engagement (Ryan & Deci, 2020). Structured career guidance and systematic mentorship programs, including exposure to female role models, can provide students with clearer pathways to higher education and employment, thereby strengthening their occupational aspirations (OECD, 2021).

Policymakers should expand the scope of KGBV initiatives to integrate holistic career counselling modules, mentorship networks, and life-skill training that align with the equity and empowerment objectives of the National Education Policy (NEP, 2020). Partnerships between schools, local employers, and community organisations can bridge the gap between educational aspirations and labour-market realities, ensuring that adolescent girls’ career choices are both aspirational and attainable (ILO, 2024). In addition, engaging parents and community stakeholders in awareness campaigns and workshops will help align familial expectations with educational opportunities, thereby creating a supportive ecosystem for adolescent development.

Collectively, these recommendations underscore the need for policies and practices that move beyond access and retention to address the quality and relevance of education. By embedding autonomy, mentorship, and career readiness into the KGBV framework, stakeholders can strengthen adolescent girls’ agency and aspirations, directly contributing to the broader national agenda of gender equity and social justice in education (Pandey, 2024; NEP, 2020).

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