Estonian vocational schools have implemented the Choice of Profession Training (CoPT) since 2016. It is an introductory programme designed to facilitate transitions between school levels, support career choices, and provide positive learning and work experiences. Starting as a project-based educational intervention, CoPT became a permanent part of the vocational education system (Vocational Educational Institutions Act, 2013). Students in the programme are a heterogeneous group with diverse educational backgrounds, motivation, language proficiency, and social or learning challenges, including Ukrainian war refugees. Therefore, the programme promotes equitable and inclusive learning opportunities aligned with SDG 4 (Quality Education) and SDG 10 (Reducing Inequality). Supporting such diversity requires flexible and inclusive learning environments. Placklé et al. (2014, 2018, 2020) propose the PoLEVE model, which places the student at the centre of integrated components, including authentic learning tasks, key competency development, and adaptive support. Research shows that students value learning environments that mirror real workplace situations, foster collaboration, and offer autonomy within a supportive structure. Roos et al. (2021) identified the characteristics of a powerful learning environment in a vocational transition program for at-risk students, as observed through teachers' and support specialists' experiences. This study examines how VET students, as co-designers of the learning environment, perceive a powerful learning experience in the Choice of Profession training. Data were gathered through individual semi-structured interviews with VET students (n = 19). A theory-driven thematic analysis was employed to analyse the data, with the aim of identifying recurring themes within the dataset (Braun & Clarke, 2006). The analysis was guided by the theoretical model of powerful learning environments in vocational education (Placklé et al., 2014, 2018), which served as the coding framework. The preliminary results indicate that the students in CoPT consider the following characteristics of the PLE to be most relevant to them: authentic and challenging learning tasks, collaborative problem-solving, and the emphasis on practical tasks in the curriculum, as well as field trips and work placements. The students emphasised that learning should be closely tied to real-world work situations, through project-based team assignments, workplace simulations, and case-based learning from industry scenarios. As in the study by Placklé et al. (2014), reflective dialogue with teachers and peers was not considered a preferable characteristic of PLEs in vocational education.

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