This edited book brings together novel studies that address the important role of Vocational Education and Training (VET) in empowering the workforce, with particular focus on career development, digitalization, and inclusive learning. The book has an international scope, including analysis from national VET systems in Europe, Latin America, and Asia. The book is of interest to researchers and students in the fields of technical and vocational education and training, adult education, VET teacher training, international and comparative education and career development.

The research presented in the chapters of this volume represents a variety of different aspects of teaching, learning and educative interactions in vocational education and training (VET), with studies (cases and surveys) from diverse VET settings and national contexts. In essence, these contributions converge in thematic areas that evolve around two functions framed as essential across all teaching professions, particularly in VET, namely (1) including and empowering learners and (2) providing necessary counselling /guidance. The former emphasizes inclusivity and the empowerment of learners, fostering their autonomy and participation premising it on a pedagogy that ensures all students are welcomed, involved, and actively engaged in the learning process. The latter refers to the guidance and support teachers offer to help learners navigate their educational and professional paths, by including mentoring, career guidance, emotional support, and helping students make informed decisions. This is particularly urgent in today’s high-tech era, with the need for lifelong education and training to improve our skills and adaptability to a constantly changing working life—and beyond. Awareness of what is at stake in the new socio-economic context, characterized by unprecedented information flows, digitalization, and technological innovation, calls for innovative training models that are flexible enough to cope with the development of more flexible ways of performing tasks. Vocational teachers are the obvious drivers of this process of innovation in VET provision, but it cannot become a reality if they do not receive the necessary support and resources. In this context, research is a strong resource and therefore needs to be strengthened by also encouraging and prioritizing cooperation, dialogue and interaction between research and practice, researchers and practitioners. The common core linking the main themes of the anthology is the idea that VET systems need to evolve to equip all learners, regardless of background, with the skills and competences needed to thrive in a digital world. 

Research on migration is currently high in the research agenda in VET in the Nordic countries as well as in several other contexts internationally. The focus of attention of the studies varies, there is however a common concern with employability and social cohesion, and in specific identifying best ways forward in inclusion of migrants in the labor market and society.

Taking as departing point the presentation of partial and final results of projects in Sweden, Finland and Norway the aim of the symposium is to highlight the challenges of research in relation to theory, methodology and understanding of results that are expected to have an impact in practices.

Three projects are used as case studies to highlight and discuss these challenges. This includes partial outcomes of the project From work force immigration to inclusion – A study of Vocational Education & Training development in relation to society changes and immigration in a historical perspective. Results of the project (sweden) “First, You Must Speak Good Finnish.” Exploring the Experiences of Adult Immigrants in Education and Work in Finland. Adding to the diversity of the challenges the results of the project Tailored VET Models for Immigrants: A Pilot Project by researchers from the Nordic Institute for Studies of innovation..

Dual Vocational Training (hereinafter, Dual VET) has become established in recent years as a strategic meeting point between education and the world of work, especially in sensitive areas such as early childhood education. This book stems from a collective international research effort that brings together knowledge, experiences, and educational policies to offer a comparative perspective on how Dual VET contributes to the training of professionals in a sector crucial for social development. By situating the analysis at the intersection of different levels—the student-apprentice, the organizational, and the systemic—this work not only describes the implementation processes but also provides insights into how educational policies are constructed, transferred, and (re)contextualized in diverse realities, with particular attention to the Spanish, Andalusian, and Valencian experiences. The work, entitled Dual Vocational Training in Early Childhood Education: Challenges, Experiences, and Policies in Comparative Perspective, is part of the Excellence Project Connecting Learning and Work—Regional Ministry of University, Research, and Innovation. The team comprised researchers and collaborators from the University of Granada (IP1), the University of Málaga (IP2), the Pablo de Olavide University, the La Inmaculada Teacher Training Center (affiliated with the University of Granada), the University of Valencia, and European universities in Sweden, Italy, and Greece.

The research project received a favorable report from the Ethics Committee for Human Research (No. 3962/CEIH/2024) of the University of Granada. The overall objective of the project was to study and describe the learning that takes place in the relationship between education and the world of work at different levels.

The automotive industry has a significant role not only in global and national economies but also in the formation of a nation’s labour force, by (re)training workers. While historically the automobile industry has attracted mostly low-skilled migrants for the assembly lines, in the present times, an additional need for highly skilled and often STEM-educated migrant workers has been noted. By performing a systematic literature review, the present study explored the relationships between migrant labour and the car industry sector outlined in the research literature. The study followed a thematic analysis and reached findings that were summarised in four themes. Firstly, two profiles of migrant workers were identified, corresponding to what is often discussed as low- and highly skilled workers. Secondly, the working conditions for the migrant labour force were prominent in the literature, while they varied based on the profile of the migrant worker. Thirdly, from a historical perspective, strikes were shown to affect migrants’ working conditions and rights, while fourthly, the business practice of offshoring was shown to influence migrant workforce conditions and status. In conclusion, the complexity of the issue under research, the scarcity of the relevant literature, and the contextuality of the cases presented have acted as limitations of this literature review. Further research on the topic is needed since the car industry is a core player in national economies, and, hence, its influence on migration practices and policies should not be underestimated.

The chapters in this book emphasize the value of technical and vocational education and training in preparing young adults for working life. In addition, the book highlights the importance of evidence-based practice in vocational systems and schools in different countries in Europe and beyond. Several chapters take a comparative approach compering different aspects of vocational education and training between various countries. Commitment to advancing vocational education and training ensures that youth, particularly those vulnerable or in transition, are equipped with the skills, motivation, abilities and competences needed to thrive in the modern workforce. Brooks (2009) focused especially on young’s transitions from school to work and recognized its complex and changing nature, for example, young people stay at school longer than before. In this volume, Hernandez (Chapter 2) explores how the young are prepared for transition from school to work. Tacchi et al. (2023) wrote about the role of communication, active citizenship and participation of young adults in a vulnerable position. This book will take a perspective of VET, focusing on supporting young people in their educational journeys. Additionally, it will highlight environments where competence meets opportunity, emphasizing the development of transversal skills and the cultivation of resilient and diverse human capital prepared to shape the future. Key themes addressed throughout the chapters include improving college and career readiness, addressing high school dropout rates, and providing targeted support for marginalized students. Studies show the positive impact of innovative programs such as experiential learning, multi-professional transition management, and the integration of transversal skills—those competencies that span across industries, such as teamwork, self-management and self-concepts—which are critical for the employability and resilience of graduates. 

Context: Conducting research with migrants and refugees is essential for promoting inclusion and equity in VET, but it involves specific theoretical, methodological, and ethical challenges.

Approach: Five projects from Sweden, England, and Switzerland explored these challenges using diverse research designs and theoretical frameworks.

Findings: Common issues include the lack of suitable theories, ethical concerns in working with migrants and refugees, language-related difficulties, risks of misinterpretation, and difficulties in translating findings into policy.

Conclusions: Addressing these challenges and advancing research on VET and migration necessitates cross-national exchange, a shared understanding, and collaboration to develop more inclusive approaches that enhance outcomes for migrants and refugees. 

Psychological well-being, personality traits, and work commitment in vocational teacher education are often overlooked, leading to stagnant performance and limited self-actualization among educators. This neglect hinders the development of students' vocational competencies. A survey of 1,297 vocational teachers from 52 schools across nine provinces in Indonesia was conducted using a structured questionnaire. The study used PLS-SEM analysis to validate a conceptual model of 34 constructs assessing Vocational Teacher Performance (VTP). Results show that while emotional intelligence does not significantly influence work commitment or career motivation concerning personality traits, personality traits and work commitment mediate the relationship between psychological well-being and VTP. These findings highlight the essential roles of psychological well-being, personality development, and work commitment in improving VTP. The study suggests prioritizing enhancements in teachers' psychological well-being, fostering positive personality traits, and strengthening work commitment to improve vocational education quality. Additionally, efforts to boost career motivation should consider individual personality characteristics and offer tailored support for skill development. Enhancing emotional intelligence and creating a supportive work environment can further strengthen work commitment and overall educational quality.

Context: This paper presents preliminary findings of a more ambitious study aimed to investigate the role of the car industry in integrating migrants into the workforce and society in Sweden and the USA. The study is part of the research project from work force immigration to inclusion – A study of Vocational Education & Training development in relation to society changes and immigration in a historical perspective, funded by the Swedish Research Council.

Approach: Using a comparative case study approach, it employs curriculum and frame factor theory, analysing labor policies and integration programs through qualitative and quantitative data.

Findings: Both countries offer employment opportunities in the automotive sector, yet differ in labour market policies, social support systems, and integration strategies. Migrants face challenges such as language barriers and recognition of foreign qualifications, but targeted vocational training and government initiatives help facilitate inclusion.

Conclusions: The study underscores the car industry's significance in economic and social integration, emphasizing the need for policies promoting equitable access and long-term inclusion.

This paper reports on a survey of 198 early career researchers from Spain, which aimed to assess their knowledge and attitudes towards predatory journals. The results revealed that the primary characteristic of predatory journals is their fast acceptance and publication times, while many other features are similar to legitimate journals. The study recommends several actions, including raising awareness and providing mentorship, promoting ethical publishing practices, and allocating resources to early career researchers by academic institutions. The findings highlight the need for better education and support for researchers in identifying and avoiding predatory journals. The study's conclusions have implications for policymakers, academic institutions, and individual researchers seeking to maintain the integrity of scholarly publishing.