Conference Agenda

The EU-funded Centre of Vocational Excellence ProVEST (https://provest-cove.eu) fosters joint research focusing on the professionalization of teachers and mentors in secondary Vocational Education and Training (VET) for sustainable transitions in practical subjects. This approach applies a case study method implemented by vocational education researchers from Belgium, Estonia, France, Germany and Spain. The 23 European partner institutions all come from the fields of VET. Although they cover a wide diversity in approaches, ranging from predominantly school-based models to work-based and cooperative ones (Greinert, 1983), they share a common interest in investigating Powerful Transformative Learning Environments for Sustainability (PTLES) by comparing training practices at the intersection of the education sector and the labor market.

This symposium introduces a trans-European perspective on secondary VET. Research focuses on identifying sustainable practices in European VET systems, deliberately shifting attention away from the dominant labor-market perspectives that characterize much existing research. Instead, it foregrounds learners’ perspectives and the diversity of work-based learning arrangements across Europe. The study outlines key criteria for identifying inspirational practices in VET promoting inclusivity, sustainability and long-term educational value.

The first paper from Belgium introduces the integrated theoretical framework underlying Powerful Transformative Learning Environments for Sustainability (PTLES) in practical subjects in secondary VET. Such environments create favourable conditions to both counter student drop-out (Vugteveen et al., 2016) and to promote Europe’s climate-neutral goals (European Green Deal, 2021). This theoretical framework for PTLES will be used as the guiding lens throughout this symposium.

In the second paper, we zoom in on the PTLES framework and focus on the perspectives of VET students in Estonia. This paper examines the experiences of students with diverse backgrounds enrolled in the Choice of Profession programme, who act as co-designers of a powerful learning environment (PLE, Placklé et al., 2020; Roos et al., 2021). Specifically, we investigate how they experience the different elements of a PTLE within their study programme.

The paper from Germany presents the results of case studies of VET providers featured on the collaborative ProVEST Edusynergy platform, showcasing transformative learning practices in PTLES in Germany. While these cases share common characteristics, they also reveal diverse dimensions shaped by institutional frameworks. The strength of the dual system in German VET is well documented (Gessler & Peters, 2023), nevertheless this study features learning environments in highly specialized VET centers that differ from common institutional settings, which either focus on marginalized groups of at-risk learners with international or migration backgrounds, or foster cooperative use of technical learning environments to tackle regional apprenticeship shortages.

Lastly, the paper from France investigates how PTLES can cultivate student agency in secondary VET. This paper focuses on two core elements of PTLES, authenticity and collaboration, as architectures of student agency in VET (Rupnik & Avsek, 2025)

In this symposium we thus explore the creation of PTLES in various European contexts and focus on how these learning environments are perceived by students in secondary VET. Authentic, real-world learning as well as collaboration emerge as foundational elements of PTLES in VET. Contributions emphasize learning environments connecting students to real professional contexts while fostering collective capacity, achieved through practical curriculum ties, or through multidimensional agency of students within PTLES. These studies also suggest that cooperative patterns between education and the labour market require further strengthening and that the integration of sustainability in powerful and transformative learning environments requires professional development of teachers and mentors.

High quality secondary vocational education (VET) is crucial for a future successful professional career of VET students (European Centre for the Development of Vocational Training, 2024). However, according to research, students in secondary VET are prone to demotivation and drop-out (Vugteveen et al., 2016). The creation of a powerful learning environment (PLE) in secondary VET is thus crucial to improve the learning of every student (Placklé, Könings, Struyven, Libotton, van Merriënboer, & Engels, 2020). As Europe strives for climate neutrality by 2050 (The European Green Deal, 2021), schools (Mulvik et al., 2024) and companies (The European Green Deal, 2021) take on a crucial role. The implementation of education for sustainability into the PLEs of practical subjects in secondary VET is thus crucial to achieve this climate goal. Previous research has focussed on the creation of PLEs in secondary VET in general (Wahlgren, & Aarkrog, 2024), or specifically for general subjects within VET (Placklé et al., 2020). Research on the creation of PLEs in practical subjects in VET is rather scarce (Pauwels et al., 2023). Moreover, research on learning for sustainability within the context of practical subjects in secondary VET remains rare. This systematic review aims to create a framework for powerful transformative learning environments for sustainability (PTLES) in practical subjects in secondary VET and the associated student outcomes. This review is guided by the integration of the theoretical frameworks on (1) PLEs in VET (Pauwels et al., 2023), (2) learning for sustainability (LfS) (Mulvik et al., 2024), and (3) transformative learning (TL) (Mezirow, 1978). In the framework for PTLES, all components of the integrated frameworks are present. The framework for PTLES consists of five key building blocks: (1) higher-order thinking and complex skills, (2) high-quality instruction, (3) learning tasks in an authentic learning environment, (4) adaptive education, and (5) classroom management. These key building blocks mainly contain the same interpretation as in the BRIDGE-framework (Pauwels et al., 2023) with the addition of the subprinciples conscious learning and disorienting learning experiences and the refinement of the subprinciples reflection, critical thinking, and interdisciplinary learning tasks. We conclude that current empirical studies on sustainability education within practical subjects in secondary VET scarcely use the transformative learning framework.

European Centre for the Development of Vocational Training. (2024). Data insight: Vocational Education and training in the EU ,Cedefop: Vocational education and training statistics and indicators. Mezirow, J. (1978). Education for perspective transformation: Women re-entry programs in community college. Center for adult education. Columbia University. Mulvik, I. et al. J. (2024). Monitoring Learning for Sustainability: Developing a Cross-EU Approach, Final Report. European Union Placklé, I. et al. (2020). Powerful learning environments in secondary vocational education: Towards a shared understanding. European Journal of Teacher Education, 43(2), 224-242. Pauwels, L. et al.(2023). Bouwstenen voor opleiding en professionalisering van (duale) leraren technische en praktijkvakken in arbeidsmarktgerichte opleidingen:Systematische Reviewstudie). Vlaams departement onderwijs en vorming. Brussel, Vlaamse Overheid. The European Green Deal. (2021). https://commission.europa.eu/strategy-and-policy/priorities-2019-2024/european-green-deal_en. Vugteveen, J. et al. (2016). Overgangen en aansluitingen in het onderwijs. Deelrapportage 3, Empirische studie naar de cognitieve en niet-cognitieve ontwikkeling van leerlingen rondom de vmbo-mbo overgang. GION Onderwijs/Onderzoek. Wahlgren, B., & Aarkrog, V. (2024). What constitutes a conducive learning environment in VET? Nordic Journal of Vocational Education and Training, 14(2), 105-126.

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.

Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qual Res Psychol 3(2):77–101. Gessler, M. & Peters, S. (2023). Dual Apprenticeship and Continuing Vocational Education and Training in Central and Eastern Europe: Opportunities and Obstacles for German Family Businesses. Stiftung Familienunternehmen, München Placklé, I. et al. (2014). Students’ preferred characteristics of learning environments in vocational secondary education. International Journal for Research in Vocational Education and Training. Placklé, I. et al. (2018). Students embracing change towards more powerful learning environments in vocational education. Educational Studies, 44(1). Placklé, I. et al. (2020). Powerful learning environments in secondary vocational education: towards a shared understanding. European Journal of Teacher Education, 43(2). Roos, L., Trasberg, K., Kõiv, K., & Säre, E. (2021). Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program. Empirical Research in Vocational Education and Training, 13(1), 1‒21. Vocational Educational Institutions Act. (2013). Riigi Teataja. Accessed: https://www.riigiteataja.ee/en/eli/ee/517062014003/consolide/current

The overarching research goal is to better understand vocational education and training in relation to future skills developed through different educational practices, considering both individual and institutional perspectives. The research applies a case study approach conducted by vocational education experts in Dresden (Saxony, Germany), representing diverse VET (Greinert, 1983) and operating at the intersection of the education sector and industry. Although German VET is widely recognized for the strength of its dual system (Gessler & Peters, 2023), this study goes beyond common institutional settings. The German ProVEST project, coordinated by Dresden University of Technology as Germany’s vocational teacher training institute with the broadest range of vocational domains, is complemented by TUDFaCE and Learning+Technology Dresden. These institutions are specialized VET centers that focus on marginalized groups of both low- and high-skilled workers, particularly those with international or migration backgrounds. This project design enables a comparative education research perspective that jointly addresses skills shortages and structural challenges in VET. The study identifies and analyzes three cases of Powerful and Transformative Learning Environments for sustainability (PTLES), which are presented through their core components at the intersection of school- and work-based learning. The analysis highlights patterns of diversity that are essential for understanding how transformative learning experiences are triggered. Previous research has emphasized the importance of strengthening teachers’ competencies in building productive relationships with families (Köhler et al., 2023). This is particularly relevant for supporting migrant and refugee parents in engaging with schools, improving educational outcomes, and addressing challenges faced by disadvantaged learners in secondary education, including vocational orientation and VET phases. In regions where apprenticeships are increasingly scarce, traditional VET structures no longer provide sufficient learning opportunities. In response, a second PTLE approach focuses on VET 4.0. This approach involves the development of a digital infrastructure aligned with Industry 4.0 processes, enabling the cooperative use of technical learning environments across participating vocational schools. Such cooperation reflects the concept of learning location collaboration (Köhler et al., 2014). Compared to VET structures in other countries, these PTLE practices underline the need to provide vocational teachers with a deeper understanding of diverse cooperative patterns between education and the labor market in Germany as well (Kretschmer & Pfeiffer, 2022). Within this distinctive VET context, the Dresden research team anticipates strengthened vocational teacher education and new impulses for European vocational pedagogy through a better understanding of how structural and institutional design elements can be effectively integrated into practice.

Gessler, M. & Peters, S. (2023). Dual Apprenticeship and Continuing Vocational Education and Training in Central and Eastern Europe: Opportunities and Obstacles for German Family Businesses. Stiftung Familienunternehmen, München Greinert, W.D. (1983). Organisationsmodelle und Lernkonzepte in der beruflichen Bildung: Analytische Grundlagentexte (Studien zur Vergleichenden Berufspädagogik). Köhler, T., Kreikenbom, H., Neumann. J. & Ueberschaer, A., (2014). Online- Lernortkooperation aus Sicht von Ausbildender und Auszubildenden; In: Krämer, N.C., Sträfling, N., Malzahn, N., Ganster, T. & Hoppe, U. (Hrsg.): Lernen im Web 2.0 - Erfahrungen aus Berufsbildung und Studium; Reihe, Berichte zur beruflichen Bildung; Bonn, BIBB Verlag. Köhler, T. et al. (2023). Co-MAP Mapping Senior Leaders’ Perceptions of the Impact of Local and National COVID-19 Closure/Lockdown Policies on Schools and Vulnerable Young People and Those at Risk of Exclusion. Open Research in Progress – Reports of the Center for Open Digital Innovation and Participation, 1(2). https://doi.org/10.58926/orp.2023.2.10 Kretschmer, S. & Pfeiffer, I. (Hg.) (2022). Lernortkooperation in der Ausbildung digital denken?: Befunde und Impulse zur Lernortkooperation im Zeitalter digitaler Bildung; Bielefeld: wbv Publikation

This presentation reports on preliminary findings from the ProVEST project. Early stages of ProVEST are dedicated to the establishment of a shared cooperative framework based on inspiring practices in VET. The research examines how tentative Powerful Transformative Learning Environments for Sustainability according to the BRIDGE model (Pauwels et al., 2023) may foster student agency in VET (Rupnik & Avsek, 2025) — conceptualized as a multidimensional capacity encompassing capacity for action (Klemenčič, 2015), reflection (Beadles, 2025), relational embeddedness (Klemenčič, 2022), collectivity (Vetoshkina, 2023), and transformative intent (Lotz-Sisitka et al., 2015). Thematic analysis (Braun & Clark, 2006) was conducted over a corpus of 28 initial descriptions of PTLES on the EduSynergy platform used as an interaction and communication tool within the research community. Preliminary findings showcase how combinations of both authenticity and collaboration themes may encourage distinct student agency dimensions. As such, PTLES may be described as dynamic systems wherein learners, teachers and external partners jointly cultivate sustainable professional capability and cognitive adaptability. Through cross-national analysis of the initial description of 28 PTLES drawn from VET schools, the study identifies how authenticity and collaboration may scaffold student agency. The authenticity theme encompasses five interlocking subthemes specific to VET: (1) workplace simulation creating professional realism; (2) civic engagement addressing social responsibility; (3) ecological and cultural grounding rooted in sustainability; (4) personal and emotional involvement fostering affective connection; and (5) epistemic inquiry-based approaches mirroring professional reasoning. Each project displays some level of combination of subthemes rather than case-based orientation: significantly, 78% of PTLES express authenticity through multiple concurrent subthemes suggesting that richly authentic learning requires integrated design. The collaboration theme reveals four primary subthemes: (1) cross-disciplinary and inter-institutional boundary crossing (18 projects), (2) peer-to-peer learning systems (16 projects), (3) teacher–student co-design (14 projects), and (4) vertical intergenerational mentoring (10 projects). Similarly, 90% of PTLES in the corpus display two or more collaboration subthemes simultaneously, showing how collaboration may enable the shared agency of students for sustainable professional capability. However, a critical distinction may be outlined: PTLES should foster authentic voices that encourage the transformation of participation structures and power relations. This requires moving from individual advancement toward collective decision-making, and from working within institutional hierarchies toward challenging and adapting them. The research may therefore establish a baseline for examining the interplay between the structure of VET institutions and the agency of students and its potential to produce transformative learning pathways in VET contexts.

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