We are facing a period of uncertainty and crisis driven by climate change, biodiversity loss, and other environmental damages. The consequences of modern human activity have potentially irreversible effects on the habitability of the planet (Richardson et al., 2023) . This reality forces us to reconsider our economic and social models and to develop more sustainable practices across all areas and levels of society—practices that respect the planet's limits while simultaneously ensuring social justice both locally and globally (Raworth, 2017).

Situated at the intersection of education and the labor market, vocational education and training (VET) engages young people in vocational activities that are considered to have significant transformative potential, particularly in relation to sustainability (UNESCO, 2021). While vocational activities are a driver of the ecological crisis, they can also promote more sustainable practices through technological, economic, and social innovation (Slopinksi et al., 2020). The transformative potential is in particular strong when VET is provided in the form of dual apprenticeships which combine the provision of theoretical knowledge in vocational schools with the development of practical skills through workplaces training, allowing apprentices to actively participate in working communities.

However, it is crucial to prepare apprentices for the challenges ahead as part of the future workforce (Rebmann & Schlömer, 2020). This highlights the need to integrate sustainability education (SE) in VET. SE aims to provide knowledge about environmental urgencies and their links to social and economic issues in society, including those related to vocational activities. It also aims to raise awareness and empower apprentices to act in accordance with their concerns, both in their everyday lives and the workplace (de Haan et al., 2021). SE deals with complex and socially controversial issues, involving differing values, interests, and knowledge claims. As such, apprentices need to be equipped to navigate a contested and ever-changing world. Implementing sustainability education, therefore, presents pedagogical challenges and institutional barriers, as it requires changes in teaching and training practices—changes that can be difficult to achieve (Curnier, 2021; Durisch Gauthier et al., 2022).

Studies on the integration of SE in VET (curricula, teaching in schools, or training in workplaces) have shown that the focus is often on environmental, economic, or technical aspects, while issues of social justice, global concerns, and intergenerational issues are rarely addressed. SE also tends to avoid dealing with controversies or conflicting interests (Schütt-Sayed, 2019). VET has also been criticised for limiting SE to the development of operational skills, rather than promoting emancipatory self-development and self-directed participation (Ketschau & Steib, 2022). There is a risk of preparing apprentices for the actual demands of the labor market without opening up to a possible transformation of social and economic models (McGrath & Powell, 2016).

However, only a few studies, which provide quite heterogeneous results, have addressed the question of how apprentices in VET understand and perceive the ecological crisis, its interrelation with social and economic issues, and the role of their vocational activities (Holfelder, 2020; Slopinksi et al., 2020; Vogel, 2017). Based on a qualitative study with apprentices in Switzerland, this presentation will provide comprehensive answers to this question by linking apprentices' awareness of sustainability with their learning experiences of SE during VET. Awareness has cognitive, affective and conative dimensions (Franzen & Bahr, 2024). It involves recognising the human impact on the planet (with consequences for people living elsewhere and future generations), can include feelings of personal concern, and an intention to act. The aim of the study is to identify the potentials and barriers within VET that enable apprentices to develop a conscious, reflective, and committed attitude towards sustainability in the context of their vocational activities.

This ongoing research, funded by the Swiss National Science Foundation, is qualitative and exploratory, following the principles of grounded theory (Charmaz, 2014). It is based on an initial series of fieldwork carried out in different vocational schools in French- and German-speaking Switzerland in order to get in touch with apprentices with different perceptions of sustainability and experiences with this topic during their vocational training. Apprentices were given informed consent and participated in the study on a voluntary basis. After completing compulsory schooling, around two-thirds of young people in Switzerland opt for VET programs, which are predominantly offered in the form of dual apprenticeships lasting two, three, or four years. Dual VET programs combine one to two days per week of theoretical vocational and general education in a VET school with three to four days of practical training in a firm. The content of VET programs is determined by the relevant national trade associations, which take sector-specific needs and developments into account. Trade associations have considerable flexibility in how they integrate sustainability into their programs but must comply with the relevant legislation. Five occupations were included in this study: drafting (architecture or urban planning), gardening, heating installation, floristry, and car maintenance. Each field offers unique opportunities to contribute to sustainability, but also presents different challenges in terms of integrating sustainability into work processes, as well as varying degrees of integration into their respective vocational training programs. In the autumn of 2024, eight group discussions were held with 8-11 apprentices to explore their perspectives and experiences of sustainability issues, both in their everyday lives and in relation to their vocational activities. These discussions facilitated an understanding of consensus and divergent opinions among the apprentices. Individual interviews were then conducted with 18 apprentices to gain a deeper insight into their subjective perspectives and experiences of sustainability during their apprenticeship. To better understand the diverse contexts of vocational education and training and how sustainability is integrated, we also conducted eight expert interviews with teachers in vocational schools and trainers in firms providing apprenticeships. Data analysis is ongoing, using open and focused coding (Charmaz, 2014) to develop a comprehensive theoretical understanding of apprentices’ perspectives and experiences.

Preliminary results indicate that apprentices’ awareness of sustainability is heterogeneous and influenced by their social environments, particularly family socialization and experiences during compulsory schooling. Some apprentices are concerned about sustainability and eager to act, while others are distant, associating it with personal restrictions, lifestyle changes, or higher costs. This early socialization shapes their awareness and motivation to act within vocational contexts. Additionally, apprentices’ perceptions evolve during VET, depending on their vocational activities and the learning opportunities in schools and workplaces. When apprentices feel part of a vocational community striving for a sustainable society, they can develop both a sense of agency and hope that action can mitigate ecological crises. Public support for sustainable vocational activities, such as through consumer behavior or a legal framework in favor of sustainability, can further enhance apprentices’ awareness. However, being part of a vocational community with a strong focus on sustainability can also put moral pressure on apprentices and lead to distancing. Moreover, awareness of how vocational activities can contribute to sustainability does not emerge automatically from operational skills development. It requires opportunities for in-depth reflection on the topic, including addressing controversies and conflicting interests. The findings reveal that VET’s potential to foster comprehensive knowledge and awareness of sustainability is not always fully realized. While vocational schools can help apprentices develop a broader understanding and a reflective, committed attitude, workplace experiences are particularly crucial as apprentices actively engage within a vocational community. Yet, some apprentices observe that firms place little emphasis on sustainability, viewing it as incompatible with economic profit. This lack of attention creates a difficult situation for apprentices who are concerned about the ecological crisis, reinforcing their sense of hopelessness. For others, it legitimizes the idea that economy and ecology are hard to reconcile, minimizing the need for apprentices' engagement on the issue.

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