However historically or regionally rooted, VET is such a complex field of social and institutional interaction, and so important for personal development, that any approach based solely on one theoretical concept will inevitably prove inadequate. A one-dimensional approach would then lead to partial blindness to unrecognised phenomena, or in other words, limitations and influencing factors would remain largely neglected.

The contribution is based on a German perspective and calls for the consideration of interdependencies in vocational education and training that shouldn't be ignored. It is therefore a plea for methodological diversity and 'theory triangulation'. To this end, it begins by examining the phenomenon of partial perception, systematises the different levels of VET using Bronfenbrenner's social-ecological concept, identifies phenomena that should be studied and, finally, outlines an orientation model for VET research.

Given this broad scope, it necessarily relies on shortcuts - briefly touching on issues that are intended to provide exemplary explanations. The article emphasises that objective science and VET research do not exist. Instead, they remain embedded in social practice and will inevitably make choices about the choice of research tools, the questions to be asked and the issues to be addressed.

Authors and concepts discussed here include Uri Bronfenbrenner's social ecology, Philipp Gonon's, Lorenzo Bonoli's, Anja Heikkinen's and Karin Büchter's approaches to historical VET research, Busemeyer/Trampusch's and Stephanie Allai's approaches to structural research, Günther Kutscha's and Adolph Kell’s approaches to structural research, Winfried Hacker’s and Renate Rau’s workpsychology and Theodor Adorno, Heinz-Joachim Heydorn, Peter Euler, Max Horkheimer, James Avis and Niklas Håkan Rosenblad thoughts related to critical- and bildung-theory. Central to this is the consideration that the theoretical approach must be able to grasp the object of study and not disregard the context in which this object unfolds and is embedded.

The presentation under consideration constitutes a hermeneutic contribution, predicated upon a comprehensive review of extant literature and several decades of applied vocational training research. Communicative validations with research colleagues, in particular within the international network 'VET & Culture', as well as with colleagues from the Federal Institute for VET (BIBB) and colleagues at conferences, have also been incorporated. The quality criteria employed in this case include stringent thought processes, the presence of evidence for argumentation, and an overview of the discourse on VET research in the German language. In order to structure and differentiate between the various topics to which VET research can be dedicated, reference is made to the levels of Bronfenbrenner's social ecology and Adolph Kell's application of the same to VET, which the author previously used in the systemic analysis of commercial professions in a research project from 2009-2013. For the development of the orientation model discussed at the end, reference is made to humanistic psychology and work on anchoring sustainability and nature-based vocational training (Thomas Vogel).

The model of theme-centred interaction, developed in humanistic psychology, can be utilised to analyse VET. The objective is to identify which current ideas, concepts, structures and practices in vocational and business training and education act as barriers to aspirations for an emancipatory ideal and its realisation. Adopting this approach facilitates the design of processes that integrate socio-analytical aspects into vocational education and training. This approach facilitates not only biographical self-reflection in regard to qualifications, but also illuminates the contradictions inherent to the form of production in a democratic society with progressive marketisation, a concept repeatedly addressed by critical VET researchers. Critical educational theory, therefore, becomes a theoretical approach that, taking into account sociological theories, broadens the view of society as a whole and simultaneously addresses the consequences for vocational education and training. The latter's objective is not to adapt to prevailing circumstances, but rather to enable learners to shape their future and that of the world in a meaningful way on an ethical basis. In contemporary contexts, this approach is particularly pertinent in addressing the limitations of an overly narrow discourse on the integration of sustainable goals into VET (Kaiser, 2023). Additionally, it addresses the historical subjugation that persists within vocational education and training, encouraging adaptation. The risk of exclusion is minimised by the adoption of a resistance-based approach.

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