Two recent reports highlight VET’s potential to lead the twin transitions while keeping a human-centric approach and strengthening links with the labour market.
The Vocational Education and Training (VET) sector has been receiving growing attention from educational policymakers across the European Union (EU), particularly due to its potential to address widespread skills shortages affecting various industries. In particular, the VET system holds promise in tackling broader societal challenges, including achieving the twin transitions, green and digital, which are essential for maintaining the EU’s competitiveness.
In this context, the Joint Research Centre (JRC) of the European Commission (EC) published an extensive study exploring strategies to support the digital transformation of the VET sector and to harness the potential of a successful transition. VET has a crucial role in connecting the labour market and industry with educational stakeholders. The JRC study examines the critical factors influencing the digital transformation of the VET sector. It identifies several enablers that can facilitate this transformation and assist institutions in implementing digital initiatives.
The study outlines eight crucial elements for an effective digital transformation of VET. Among these, the integration of digital tools is seen as a powerful means to enhance career guidance services, expanding their reach and impact. Additionally, the more systematic use of advanced data systems, particularly those related to labour market trends, can accelerate digitalisation by enabling institutions to align curricula more closely with labour demands and better forecast future skills requirements. The report also highlights the importance of adopting a broader perspective on skills development, acknowledging that digital competencies are increasingly indispensable across all professions. Strengthening collaboration between VET providers and industry is emphasised too as a crucial step toward advancing digital integration. Furthermore, the study underscores the need for more adaptable and agile accreditation systems. In light of the growing prevalence of digital skill acquisition, it is essential to create and validate mechanisms that recognise competencies gained through both formal and informal learning experiences. VET institutions are encouraged to explore such flexible models to remain aligned with digital advancements.
However, digital skills need to be aligned with a human-centric approach. Technology should serve to empower individuals and enhance collaboration, not replace human roles, according to the study. Digitalisation strategies must incorporate aspects of sustainable employability, ensuring that learners are equipped for long-term duty in a rapidly evolving labour market. Furthermore, the integration of VET institutions into collaborative networks is identified as a critical factor for a successful implementation. The report highlights that a lack of coordination among stakeholders often diminishes the effectiveness of digital transformation efforts. From a pedagogical point of view, digital tools hold significant transformative power. They can improve the learning experience by boosting student engagement, improving access to education and raising the quality of instructional content. As a result, the role of teachers is also expected to evolve. Teachers will increasingly act as mentors, guiding learners and stimulating creativity. To ensure a smooth evolution, professional development and targeted training will be essential to equip teachers with the skills needed.
The JRC further analyses the digitalisation landscape for the VET sector by using data from literature, Centres of Vocational Excellence (CoVEs), results of Erasmus+ projects focusing on the use of technologies in VET, and consultations with experts. The findings highlight the urgent need to develop and implement strategies for digital transformation. Namely, given its close connection to the labour market, the VET sector is particularly more exposed to digital changes compared to other areas of education. Nonetheless, digitalisation also offers a broad range of possibilities, with artificial intelligence, augmented reality and blockchain-based technologies that can bring positive innovations to VET. A comprehensive approach is required, along with programmes that take into account not only technical skills but also the human and social dimensions of digitalisation.
It is essential to emphasise that twin transitions not only encompass digital but also green transition. As its mandate is near completion, the European Education Area Working Group on VET and the green transition published a report on lessons learnt from peer-learning activities in greening the VET sector. Key observations highlight that VET must remain agile and adaptable to evolving skills demands. Targeted interventions are necessary to support the reskilling of individuals at risk of unemployment due to the green transition. VET institutions have the potential to be leaders of green innovations due to their strong labour market integration. CoVEs should be leveraged to develop practical solutions while fostering international cooperation, which is key to ensuring a coherent and effective answer across the VET sector. Ultimately, embracing the green transition presents not only a challenge but also an opportunity to enhance the global reputation and excellence of VET.