Transformation of labor values among high school students: A comparative analysis for 2018–2024

In the context of accelerating digitalization and increasing uncertainty in the labor market, labor values of high school students become a key indicator of adaptation to future professional trajectories, which determines the relevance of this study within the field of social and economic change. The purpose of the research is to analyze the transformation of the structure of labor values among school students based on a comparative assessment of data from 2018 and 2024 and to identify stable typologies of value-based strategies under conditions of uncertainty. The methodological framework includes quantitative research methods: rank analysis to compare the significance of latent value constructs over time, cluster analysis to identify typological groups, and descriptive statistics. Scientific novelty lies in the empirical identification of the “flattening” of the value hierarchy, reflecting a shift from a rigidly hierarchical model to a polycentric configuration of labor expectations. In addition, the study substantiates three distinct value strategies: investment-combinational, diffuse-adaptive, and institutional-protective clusters, which represent different modes of value-based adaptation to structural labor market changes. The results demonstrate a substantial increase in the importance of work–life balance and the stability of interest in meaningful work content, alongside a declining priority of traditional markers such as long-term employment stability. These findings indicate the growing role of flexible and situational value orientations associated with Generation Z digital socialization. The main limitation of the study is the regional specificity of the sample, which restricts the generalization of the results. Future research directions include interregional comparisons and longitudinal studies aimed at deepening the understanding of value transformation processes and enhancing the applicability of the findings for career guidance policies and educational practices.