Objectives:
The primary objective of this study is to present the BE(A)ST framework – an innovative, agile approach to career development that reimagines future employees as adaptive, self-driven professionals navigating their paths through experimentation, iteration, and self-discovery. The framework supports learners in aligning personal development with VUCA-driven market realities by treating careers as evolving prototypes.

Material and methods:
The study employs a mixed-methods design within a Design Thinking framework. It begins with persona development based on interviews and focus groups, followed by validation through a cross-national survey. Collaborative workshops were used to identify tools matched to stakeholder needs, leading to the creation of the Student Purposeful Development Toolbox.

Results:
The research identified three core competencies of career agility: technological adaptability, agile learning, and proactive career navigation. Qualitative insights from workshops led to the design of actionable tools fostering career self-awareness, iterative planning, and professional identity-building. These results demonstrate the feasibility and effectiveness of embedding agile career support in higher education contexts.

Conclusions:
The BE(A)ST framework offers a robust and innovative response to career development challenges in a volatile and uncertain world. It reframes career planning as an iterative, user-centered process of exploration and adaptation. The Student Purposeful Development Toolbox, co-designed with users, provides a practical means of cultivating career agility. The study calls for the integration of agile, design-based career support practices into educational systems to enhance learner autonomy, motivation, and long-term employability.