Abstract
The social environment typically holds high significance in individuals’ decision-making processes. The present study was conducted in the city of Yazd to examine the perceptions and interpretations of girls regarding the role of their social environment and its importance in their vocational skill development. The research methodology employed in this study is qualitative and belongs to the genre of thematic analysis. Sampling was conducted purposefully, and the sample size included 20 adolescent girls (aged 13–18) from Yazd who are pursuing a specific vocational skill. The data collection instrument was a semi-structured interview. Data analysis was performed using Braun and Clarke’s approach to thematic coding and analysis. The main themes of this research include lived childhood experiences, social support, social role models, and virtual nudges, ultimately resulting in the core theme of Environmental Stimuli. Relying on lived experiences and micro-social interactions (including family, media, peers, and virtual space), the present study uncovers the hidden layers of how these factors synergistically influence the vocational skill development of Yazdi adolescent girls; consequently, it offers a deeper understanding of the social mechanisms shaping “human capital” and “career proactiveness” within this age group and the specific cultural context of Yazd.
Keywords: Vocational Skill Training, Adolescent Girls, Social Models, Social Support, Yazd City.

1. Introduction
Adolescence (the period between puberty and social independence) is a stage where identity is formed and the individual strives to gain independence from parents (Lederer, 2009). In this stage, the social environment plays a key role; the family is considered the first effective system influencing the development of children and adolescents, as the foundation of an individual’s personality is laid within the family (Keshavarz et al., 1399). Alongside the family, the influence of peers (especially among 14-16-year-old girls) and school is highly significant in shaping values (Duell et al., 2016).
With the increasing desire for independence, many adolescent girls, parallel to their education, have turned to vocational skill training to achieve income and self-sufficiency, which aligns with the goal of training efficient human resources and promoting entrepreneurship (Dorani & Salehi, 1384). Statistics from the year 1403 indicate a 2% growth in women’s skill acquisition nationwide and the presence of 2956 students in Yazd’s skill centers (Annual Yearbook of the Technical and Vocational Training Organization, 1403). However, entrepreneurship for Yazdi women faces challenges such as patriarchal mindsets and a lack of financial support, leading to the adoption of complex strategies like ‘self-empowerment’ to counteract gender stereotypes (Alinejad et al., 1401).
Therefore, it is essential to understand that the increasing tendency toward skill acquisition among Yazdi girls is influenced by changing attitudes and active support from the social environment. Consequently, the present study seeks to explain the role of family (initial support), friends/peers (value reference), and cyberspace/media (display of opportunities) in this process.
Overall Objective: To explain the role of the social environment on the tendency of adolescent girls in Yazd city towards vocational skill training.
Research Questions: 1. What is the role of the family in choosing informal skills? 2. What is the role of friends in choosing informal skills? 3. What is the role of cyberspace in choosing informal skills?

2. Materials and Methods
This present study was conducted qualitatively using the Thematic Analysis approach, based on the method by Braun and Clarke (2006), with the aim of deeply understanding the experiences and motivations of female adolescent vocational trainees in Yazd. This study focuses on students who have acquired a vocational skill and are earning an income from it. The statistical population includes female adolescents in Yazd aged 13 to 18 years who have been engaged in acquiring a skill for at least 6 months. Purposive sampling with maximum variation was conducted across districts one and two of Yazd (including various neighborhoods) to ensure coverage of diverse skills and social classes. Ultimately, theoretical saturation was reached after conducting twenty in-person interviews.
The main data collection tool was the semi-structured interview, as it provides the necessary flexibility to explore the lived experiences of the female adolescents. Thus, a list of questions related to the research topic was designed and posed to the participants. Accordingly, interviews were manually analyzed in three steps using the Thematic Analysis method following Braun and Clarke’s approach: the first stage involved grouping similar codes, the second stage identified sub-themes, and the third stage identified main themes (Braun & Clarke, 2006).
The validity of the research was ensured by relying on Guba and Lincoln’s criteria (1986). The credibility of the data was established through continuous analysis, presenting codes to participants, refining findings, and utilizing direct quotes in interpretations. Dependability was ensured through supervision by professors and a detailed description of the analysis process. Furthermore, the connection between the findings and the cultural context of the interviewees enhanced the transferability of the results.

3. Data
In the framework of this qualitative study, semi-structured interviews were conducted with 20 adolescent girls (aged 13-18) in the city of Yazd who are active in professional skill areas. The sample demonstrated significant diversity across skill domains: 10 individuals were in the beauty and cosmetology sector (including nail art, microblading, and updos), 3 were in professional photography and videography, 5 were in fine arts (including mural painting, ballet dancing, and handicrafts), and 2 were engaged in online administration and teaching the Korean language, respectively; with an average history of 3 years in pursuing their skill. Data analysis led to the extraction of themes such as “lived childhood experience,” “social support,” “social models,” and “virtual nudges,” which were integrated under the overarching theme of “environmental stimuli”. These themes indicate that the process of acquiring occupational skills and earning income in this age group is shaped less by traditional constraints and more by close support networks and the driving force of the digital space, demonstrating the active agency of adolescents in shaping their own professional development trajectory.

4. Discussion
The findings indicated that the social environment plays a vital role in the skill acquisition of adolescent girls in Yazd through three main mechanisms: family support, the role modeling of peer groups, and the motivational nudge of the media.
The qualitative analysis shows that the theme of “Social Support,” with the highest frequency (40), rooted in “emotional and financial family support” (18), ranked at the top of importance. This emphasizes that the family is the primary foundation and backbone supporting the adolescents’ skill development; contrary to the past, families not only do not impede the acquisition of vocational skills but also pave the way for them by being aware of their children’s future outlook.
Secondary importance is immediately attributed to “Social Models” (overall frequency 30), and particularly “Friendship Models” (17). This finding suggests that while the family provides fundamental support, friendship networks play a powerful role as models and act as a complementary factor in shaping the skill acquisition process. Friends influence adolescents’ skill choices by presenting successful, income-generating, and exciting role models. This network of friends perceives success in acquiring skills and achieving early income, and interaction within similar skills creates deeper bonds among them.
Finally, the discussion section refers to the role of virtual space, which shapes users’ perception of reality and the necessity of informal skills through the continuous introduction of successful models and experiences. This gradual influence, based on Gerbner’s Cultivation Theory, redefines adolescents’ beliefs and values and pushes them towards selecting and developing vocational skills.

5. Conclusion
This research concludes by emphasizing the synergy and complex interaction of four key factors under the theme of environmental stimuli (familial, media, peer, and virtual space) on the vocational skill development path of Yazdi adolescent girls. This study offers a deeper explanation of how the collective impact of these mechanisms affects “human capital” and “career proactiveness” in this age group, considering the cultural context of Yazd.
The conceptual model of this research further confirms that an essential role in shaping the vocational skill development path for adolescent girls is played by a sequential and interactive support process. This process begins in childhood through observing skill acquisition within the family context and surrounding social networks. During adolescence, this support becomes structured and is complemented by support from friends and family, which is considered a key factor in the continuation (sustainability) of their career endeavors. Specifically, effective patterns of familial and peer support, alongside virtual stimuli (digital nudges), act as significant accelerators in speeding up their progress toward acquiring professional competencies.
Therefore, this research underscores the necessity of multi-faceted interventionist policies; policies that include raising families’ awareness regarding new skill pathways, facilitating the creation of targeted peer networks for experience sharing, and developing structured virtual platforms for showcasing achievements and guiding career decisions. These integrated actions provide the necessary foundation for transforming students’ “individual agency” into productive and leading “human capital” in future occupational environments.