There is a growing interest in vocational education research regarding the social and civic role of educational institutions. This trend is evident in contributions to the ECER conferences in 2023 and 2024, as well as a recent special issue of the Journal of Vocational Education and Training (Moodie, Wheelahan & Kost, 2024). These discussions highlight an increasing awareness of the societal responsibility of vocational education institutions in fostering social cohesion and sustainable development.

Previous studies have demonstrated significant variations in how the social role of vocational education institutions is conceptualized. These differences manifest between national education systems (e.g. Kost, Mou & O’Shea, 2024), initial and continuing vocational education, and across the Global North and South (e.g. Alphonsus & Schmees, 2025; Pozzer & dos Reis Neuhold, 2025). Furthermore, the relationship between the social role of vocational education and factors such as institutional reputation and integration into broader education and employment systems remains underexplored (ibid.). Previous research has only cautiously engaged in the empirical investigation of this research question. A deeper understanding of these aspects could increase the visibility and recognition of VET institutions as essential cornerstones of education and training.

Against this backdrop, the development of a comprehensive concept for the social role of vocational education and training (VET) institutions represents a significant research desideratum. This study addresses the following research questions:

• What are the key elements for describing and assessing the social role of educational institutions in vocational education?
• How can an empirically grounded conceptual framework be effectively utilized in the development of interview guidelines?

This study aims to develop a conceptual framework that provides a shared language and comparable dimensions for describing the social role of VET institutions. The framework seeks to support empirical research and contribute to the theoretical grounding of this field.

The theoretical foundation of the research questions is based on three key frameworks that help to describe the social dimensions of educational institutions.

Drawing on governance theories (Maag Merki & Altrichter, 2015), we are particularly interested in the various actors involved and the ways in which they coordinate their actions. In the context of assuming a social role, specific effects can be expected, such as how political actors and enterprises attempt to influence the objectives of educational institutions through forms of hard and soft governance.

Building on network theories (Granovetter, 1973), we examine the extent to which different forms of networks (e.g., weak ties) shape the social role that VET institutions play within society and their respective communities.

Referring to new institutional theory (Meyer & Rowan, 1977), we investigate the normative origins of the demand for a specific social role of these institutions. Furthermore, we analyze how institutional myths surrounding the social role of VET institutions are maintained through specific practices.

Drawing on these theories and comprehensive literature review, we identify key dimensions and variables shaping the social role of VET institutions. The proposed framework is operationalized through the development of an interview guide designed for leaders of VET institutions. This tool serves to evaluate the relevance and applicability of the framework in empirical research settings.

Our contribution addresses three key requirements:

Theoretical Grounding: We present an interdisciplinary framework to systematically compare the social role of VET institutions across contexts.
Empirical Application: The framework is applied through an interview guide, helping researchers collect structured insights from key VET stakeholders.
International Comparability: By fostering shared understanding across national and institutional boundaries, the framework strengthens global VET research in tackling societal challenges.

This project significantly advances the ongoing discourse on the social and civic role of VET institutions.

The concept presented is based on a systematic literature analysis in accordance with the PRISMA statement, as this method enables a comprehensive presentation of the current state of research (Newman & Gough, 2020). In contrast to a classic literature review, which does not claim to include all relevant studies on a topic, the systematic literature analysis is based on a comprehensive evaluation of all available study results. This avoids potential biases that can occur in a traditional literature review. The informative value of individual isolated studies is often limited, but gains significance through the comprehensive combination and in conjunction with other studies (Petticrew & Roberts, 2008). Consistent results can confirm the existence of the facts under investigation, while different results can stimulate further investigation (Kitchenham, 2004). For reasons of transparency and reproducibility, and to ensure a systematic approach, systematic literature reviews follow a pre-defined framework that maps the underlying rationale and approach throughout the process. The PRISMA statement comprises a checklist with 27 aspects as well as a flowchart that graphically depicts the identification and selection process of the studies (Page et al., 2021). According to this checklist, the selected inclusion and exclusion criteria are first defined (Page et al., 2021). Only studies from the last 15 years, specifically from 2010 to 2024, are considered in order to obtain a comprehensive overview of the research results and to ensure that the data is up-to-date and accessible. To ensure a high-quality evaluation, only publications in German and English are included. Due to the thematic focus, only studies relating to the social relevance of educational institutions in vocational education and training are included in the analysis. The research interest overlaps with the disciplines of sociology, education and economics. As a result, the databases Web of Science, JSTOR, Psyndex and Pedocs were selected as primary sources of information. Google Scholar was added as a further database, as it locates a very large number of documents and can access many commercial publishers such as SpringerLink or ScienceDirect (Swacha, 2021, p. 3). The review process encompasses five essential steps: (1) formulating the research question, (2) establishing inclusion and exclusion criteria for the review, (3) performing the literature search, (4) evaluating the quality of the studies, and (5) carrying out data extraction, synthesis, and analysis (Alexander 2020; Nguyen, Huu Hoang, et al. 2023; Petticrew and Roberts 2008).

We aim to inform practice and policy while advancing academic discourse on the multifaceted contributions of education to both individual and societal development. Scientific Relevance Our study contributes to the broader understanding of the interplay between education and society. It expands the theoretical framework of vocational education by exploring its role beyond skill acquisition, emphasizing how institutions act as socializing agents that influence cultural norms, professional ethics, and social cohesion. This research also bridges gaps between disciplines such as sociology, education, and labor economics, providing empirical evidence on the societal impact of vocational training systems. Additionally, it can serve as a foundation for comparative studies across different regions or countries, enabling scholars to evaluate how cultural and systemic factors shape the social role of educational institutions in vocational contexts. Practical Relevance The study provides valuable insights for policymakers, educators, and employers. With this research, we aim to identify how educational institutions contribute to shaping future skills and community values that are critical for the modern workforce. By understanding their social functions, educational institutions can design programs that not only focus on technical competencies but also foster soft skills, social integration, and civic responsibility, strengthening their reputation as holistic educational providers that prepare individuals for both professional and social participation. Furthermore, it enables stakeholders to address challenges such as inequality, diversity, and inclusivity within vocational education, ensuring that all students are better prepared for the social and collaborative demands of the workplace.

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