Effective orientation teaching also operates at a metacognitive and metaemotional level with intentional actions aimed at developing a set of knowledge, skills, attitudes and personal motivations necessary for the individual to manage his or her educational and work experience with awareness. We can also say that the ability to choose, decide and self-evaluate must presuppose learning processes centred on research pathways that involve the active involvement of pupils, also through teaching strategies projected towards research-action, problem solving and laboratory work. The teaching approach in question also enables pupils to develop soft skills such as problem solving, the ability to work in a team, respect for timetables and work organisation. Schools today must pay greater attention to the tutorial function, which is central to the teaching profession, and this function must be expressed through support for the individual and through counselling activities on very sensitive issues such as health, affectivity, morality and spirituality, all constituent dimensions of the person. In this sense, it would be desirable for each school’s educational offer to include cultural guidance services on the meaning of work, and on the ways and opportunities for pursuing it, without neglecting the possibility of organising tutoring, counselling and coaching services in schools. The challenges of globalisation call for a new culture of work, which is why it is necessary to create a new work ethic that is neither servile nor alienated, but genuinely human, so that the dignity of the worker is protected and respected in any social context.