By presenting perspectives of researchers from different Nordic countries, based on theoretical analysis and empirical work (i.e. vocational didactics as realized in different settings), it is intended to contribute to encourage discussion about the relevance of didactics in vocational education and training in educational systems in continuous changes.

There is a shared understanding of the relevance of didactics for VET, equally acknowledge the complexity that derives from different contexts of learning. This to great extend explains the existence of an interest in the development of a didactics able to cope with the complexities of a learning process that takes place both in what we can term traditional classroom settings and the workshops. Vocational didactics is in addition an important subject in the training of vocational teachers in most of the Nordic countries. A common focus in some of the context is the learning process and with particularly attention to the understanding and development of vocational knowing.

The contributions from different researcher in the field in the Nordic countries allow illustrating well what earlier has been term challenges for didactics in VET. The term "didactic", as the theory and practice of teaching and learning, is considered to comprise the input, process and output phases. However, the significance of what has been learned manifests itself in the outcome stage, that is, putting the application into practice. Therefore, in vocational education and training, it is important to design learning opportunities, so that the learner can satisfy practical requirements in the workplace, on the one hand, and be able to shape his/her work as well as the work environment, on the other hand (Gessler & Moreno Herrera, 2015).