Sustainability has become a key concern across education systems worldwide, particularly in Vocational Education and Training (VET), where the intersection of education, skills development, labor market and social demands makes it uniquely positioned to address sustainability challenges (Gamboa et al., 2024; Filho, 2020; Pavlova, 2016; Tilbury, 2011). ). Sustainability and its systemic interaction with Vocational Education and Training is rooted in sustainable development approaches and literature where a perspective of respect for the planet in environmental terms and its development for generations to come is key (UNESCO, 2020). The main challenges facing Education for Sustainable Development are structured according to the main priority action areas of the ESD framework (in which the ESD framework is fundamentally specified in Transversal core Sustainability competences and ESD-specific learning objectives, highlighting goal 4.7) (Bianchi et al., 202; UNESCO, 2017).

While approaches associating VET to the needs of the economy and society have been scientifically investigated for decades, the environmental sustainability approach offers a new ecological paradigm that affects the other dimensions, merging issues such as competences for sustainability, green skills, green occupations, among others. This new underlying logic is in an emerging stage of research, subject to a certain dispersion and fragmentation among the three spheres (economic, social and environmental), and with a difficulty to integrate them.

This workshop at ECER 2025 seeks to advance a shared understanding of sustainability in VET research and practice by exploring its integration across macro (policy and systems), meso (institutions and organizations), and micro (individuals and practices) levels. The aim is to develop a participatory, shared understanding and researching sustainability in VET.

Sustainability in VET has emerged as a critical area of research, addressing the intricate interplay of social, economic, and environmental dimensions within education systems (UNESCO, 2022). In the workshop, we want to critically examine the concept of sustainability within VET through a comprehensive review of theoretical and empirical literature. The findings will be analysed using the VET research framework proposed by Nägele and Stalder (2024). The framework helps explore sustainability research holistically, fostering dialogue and consensus-building among participants.

The research on sustainability in VET predominantly aligns with three theoretical paradigms. Firstly, sociocultural approaches emphasize the role of VET in fostering inclusive social practices that promote equity. Moreover, existing studies underscore the necessity of equipping learners with the skills and competencies to navigate global sustainability challenges while fostering institutional transformations (Bianchi et al., 2022; Filho et al., 2020; Zsifkovits et al., 2020). Secondly, economic approaches focus on the alignment of VET outcomes with labor market needs and sustainable economic growth (Janta et al., 2023; Persson Thunqvist et al., 2023; Vandeplas et al., 2022). Thirdly, ecological approaches highlight the integration of environmental stewardship into curricula and institutional practices (Filho et al., 2022), cultural awareness and mobilization as well as local development and skill ecosystems (McGrath & Ramsarup, 2024). Moreover, other environmental sustainability approach is grounded in the concept of the green economy, which emphasizes the importance of sustainable development through the integration of environmental considerations into economic planning and labor market strategies (Janta et al., 2023; Pavlova, 2016; Persson, et al., 2023; Vandeplas et al., 2022), including green occupations and vocations programmes (Gamboa et al., 2024; Moso et al., 2025). The focus of empirical studies includes curriculum development and its role in embedding sustainability principles, teacher training and professional development (Andersson & Sundqvist, 2020), institutional practices and policy alignment (Pavlova, 2016), and students’ sustainability consciousness (Olsson & Gericke, 2016). Finally, the literature review shows variations in methodological approaches, ranging from case studies and longitudinal analyses to participatory action research, demonstrating diverse pathways to integrating sustainability into VET.

This research workshop employs a participatory methodology, integrating a structured literature review with collaborative discussions. The approach is informed by the principles of action research, emphasizing reflection, interaction, and iterative learning. 1. Build Shared Understanding: Develop a common discourse on sustainability in VET research by identifying key dimensions, approaches, and debates. 2. Explore Frameworks: Introduce a participatory approach to constructing a comprehensive framework for sustainability in VET. 3. Share main interests: Identify main research interests in topics related to ‘Sustainability in VET’ such us sustainability competences, sustainability in curricular development, green vocational programmes / occupations, etc. 4. Encourage Collaboration: Facilitate dialogue and collaboration among researchers. The literature review synthesizes findings from peer-reviewed journals, books, and policy documents, utilizing systematic search strategies. Sources were selected based on relevance, methodological rigor, and theoretical contribution, with a focus on works published in the past two decades. Key themes identified include theoretical underpinnings of sustainability in VET, empirical insights into curriculum, pedagogy, education for sustainable development, and institutional practices; and policy implications and international frameworks (UNESCO, 2020). The workshop design integrates VET researchers in small groups (4-6 persons) along three discussion rounds. Firstly, the discussion will be focused on the dimension expansion where participants critique and refine the identified dimensions and research focus areas. Secondly, the aim of the discussion is to reach a definition consensus where building on scientific definitions, groups formulate an approximation to the concept of sustainability in VET. Finally, the discussion round will identify and formulate research key research topics, guided by collective deliberation. The facilitation will be developed by moderators that will guide discussions, ensuring alignment with workshop objectives and fostering inclusive participation. Notes and reflections from group discussions will be synthesized into a comprehensive summary. Thematic analysis will be applied to identify patterns and insights, which will inform the workshop’s final report. Phase 1: Presentation (15 minutes) • Overview of the literature review • Overview Nägele and Stalder’s framework. Phase 2: Group Discussions (3 rounds of 20 minutes each) 1. Criticize and expand the identified dimensions and objects of study. 2. Formulate a shared definition of sustainability in VET. 3. Prioritize three key research areas for the VETNET community. Participants will rotate groups to enhance cross-pollination of ideas, with a designated note-taker in each group. Expected outcomes are a shared understanding of sustainability in VET, consensus on priority research areas, and strengthened collaborative networks within the VETNET community.

Sustainability in VET represents a pivotal research area with implications for social equity, economic development, and environmental stewardship. Findings from this workshop will be: 1. Advance theoretical and empirical understanding of sustainability in VET by critiquing existing frameworks and exploring new dimensions. 2. Foster a unified definition of sustainability tailored to VET contexts, reflecting the consensus of leading researchers and practitioners. 3. Highlight priority research areas, addressing gaps in the literature and aligning with global sustainability goals (UNESCO, 2022). This collaborative initiative underscores the importance of participatory approaches in research, enabling the VETNET community to shape a cohesive and impactful agenda for sustainability. By bridging theoretical insights with practical applications, the workshop aims to empower stakeholders to drive transformative change within vocational education systems.

Andersson, P., & Sundqvist, P. (2020). Professional development for sustainability in VET. Journal of Vocational Education & Training, 72(4), 567-582. https://doi.org/10.1080/13636820.2020.1735578 Bianchi, G., Pisiotis, U., & Cabrera Giraldez, M. (2022). GreenComp: The European sustainability competence framework. Publications Office of the European Union. https://do.org/10.2760/13286 Filho, W. L., et al. (2020). Integrating sustainability in vocational education: A global perspective. Sustainability, 12(8), 1-20. https://doi.org/10.3390/su12083116 Gamboa, J., Moso-Díez, M., Albizu, M., Larrea, M., Mondaca-Soto, M., Murciego, A. & Sánchez. (2024). La Formación Profesional ante los retos de sostenibilidad medioambiental en España. CaixaBank Dualiza. Janta, B., Kritikos, E., & Clack, T. (2023). The green transition in the labour market: How to ensure equal access to green skills across education and training systems. EENEE Analytical Report. McGrath, S., & Ramsarup, P. (2024). Towards vocational education and training and skills development for sustainable futures. Journal of Vocational Education & Training, 76(2), 247–258. Moso-Díez, M., Mondaca-Soto, M., Gamboa, J. & García-Blázquez, I. (2025). A Quantitative Analysis of the Underrepresentation of Women on Green Occupational Programmes Groups within VET in Spain. International Journal Training and Development. (accepted in January 2025). Nägele, C. & Stalder, B. E. (2024). A research framework to organize and develop VET research. In C. Nägele, B. Esmond, N. Kersh, & B. E. Stalder (Eds.), Trends in vocational education and training research, Vol. VII. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (pp. 164–172). VETNET. https://doi.org/10.5281/zenodo.1336315 Olsson, D., & Gericke, N. (2016). The adolescent dip in students' sustainability consciousness—Implications for education for sustainable development. The Journal of Environmental Education, 47(1), 35–51. https://doi.org/10.1080/00958964.2015.1075464 Pavlova, M. (2016). Environmental education in technical and vocational education and training. International Journal of Environmental and Science Education, 11(16), 9622-9636. Persson Thunqvist, D., Gustavsson, M., & Halvarsson Lundqvist, A. (2023). The role of VET in a green transition of industry: A literature review. International Journal for Research in Vocational Education and Training, 10(3), 361–382. UNESCO. (2017). Education for Sustainable Development: Learning objectives. Unesco. https://unesdoc.unesco.org/ ark:/48223/pf0000247444 UNESCO. (2020). Education for Sustainable Development: A road map 2030. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000374802 Vandeplas, A., Vanyolos, I., Vigani, M., & Vogel, L. (2022). The possible implications of the green transition for the EU labour market. European Economy Discussion Paper, 176. European Commission. Zsifkovits, E., Gröblinger, O., & Haberleitner, E. (2020). Embedding sustainability in TVET curricula: Lessons from Austria and Germany. Journal of Technical and Vocational Education, 32(3), 125-140.