Quintana-Murci, E., Salvà-Mut, F., Stalder, B. E., & Nägele, C. (Eds.). (2025). Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training, Palma, Mallorca, Spain, 21 to 23 May 2025. VETNET. https://doi.org/10.5281/zenodo.15564174

The Call for papers (closed) — The programme is here.

Editorial

We are thrilled to welcome readers to the Proceedings of the 6th Crossing Boundaries in Vocational Education and Training conference. This dynamic scholarly event unites researchers for meaningful dialogue on vocational education and training. The contributions’ diversity and quality showcase the research field’s rich perspectives and the enduring significance of VET as a catalyst for educational, economic, and social change. We believe this volume will inspire fruitful discussions and encourage shared learning across various contexts, traditions, and disciplines – both during the conference and afterwards. 

This volume features 70 contributions that reflect the diverse and evolving field of VET research in 2025. Centred on the theme “Towards Inclusive and Egalitarian Vocational Education and Training: Key Challenges and Strategies from a Holistic and Multi-Contextual Approach“, the papers tackle critical issues related to access, participation, educational outcomes, and reforms in VET across various regions and contexts. 

What emerges is a colourful mosaic of viewpoints that cross disciplinary, methodological, and national boundaries. Collectively, they express a strong commitment to reevaluating VET as not just a means for labour market integration, but as a space for personal growth, social inclusion, and democratic engagement. 

A key issue highlighted in many papers is the impact of structural inequalities on participation in various VET pathways and their associated career prospects. Several studies indicate persistent trends of gender segregation, socio-economic divides, and challenges faced by migrants. Additionally, some studies explore how vocational aspirations develop and are limited across different educational systems and emphasise that targeted support, along with acknowledgement of learners’ backgrounds and goals, can enhance participation and outcomes. 

Another key focus is on transitions and trajectories – not just from school to work, but throughout the life course. Whether examining early vocational decision-making, adult learning, or mid-career upskilling, many contributions emphasise the need for VET systems to accommodate diverse and non-linear educational journeys. This necessitates more flexible offerings, guidance structures, and recognition mechanisms that are aligned with learners’ realities. 

The development of VET professionals represents a third major strand. Several papers argue that inclusive VET needs a redefinition of the roles and skills of teachers, trainers, and guidance personnel. There is an emerging agreement that VET professionals require assistance to address the increasing diversity of learners alongside the evolving challenges of digitalisation, sustainability, and work-based learning.  

Whether in urban areas or rural settings, and across dual systems or school-based models, the papers collectively explore how policy, culture, and context influence the opportunities and challenges of inclusive VET. Additionally, multiple contributions suggest specific strategies—such as curriculum reform, participatory governance, and cross-sectoral collaboration—that can effectively address ongoing gaps. 

A particularly noteworthy feature of this volume is the consistent effort to reflect across contexts. Many authors engage in critical dialogue with practices and findings from other countries, fostering a shared learning culture.  

Taken together, the papers emphasise the essential role of VET in addressing societal challenges. They also highlight that unlocking the potential of VET demands ongoing critical reflection and a steadfast commitment to equity, quality, and inclusion. This volume aids this effort – serving as an academic resource, reflecting ongoing discussions, and inviting collaborative action across boundaries. 

Participants were selected based on the submission of a proposal for the conference, which underwent a rigorous double-blind review conducted by members of the VETNET community. Upon acceptance, participants were required to submit a short full paper prior to the conference, which was included in this volume of proceedings. Submitting a paper was a prerequisite for conference participation. Each short paper received additional feedback in preparation for publication. Specifically, papers were read and commented on by the editorial team and a critical friend – another participant of the conference – who engaged constructively with the work. This collaborative review structure reflects the spirit of the Crossing Boundaries conference: fostering dialogue, critical reflection, and joint learning. 

We would like to express our sincere gratitude to our VETNET colleagues for their support during the review process – without their contributions, this publication would not have been ready in time for the conference. Above all, we thank the authors and co-authors for their commitment and scholarly engagement. Their work forms the heart of this volume. While the conference papers are published as edited volume, full responsibility for content and copyright remains with the respective authors.  

We would also like to warmly acknowledge the invaluable contributions of all members of the Vocational Education and Training Research and Innovation Laboratory (LABVET) at the University of the Balearic Islands. Their dedication, creativity, and commitment were instrumental in shaping and delivering this conference. The event would not have been possible without their tireless efforts and collaborative spirit. 

Our heartfelt thanks also go to CaixaBank Dualiza, the Department of Applied Pedagogy and Educational Psychology, and the Institute for Educational Research and Innovation at the University of the Balearic Islands. Their generous financial and institutional support made it possible to bring together a diverse international community of researchers and to share their work through this publication. 

We hope you find the papers in this volume inspiring and thought-provoking. Our desire is that they ignite fresh ideas, stimulate critical reflection, and promote ongoing dialogue within the VET research community. We eagerly anticipate welcoming you to the next Crossing Boundaries conference in 2027, which presents another chance to advance our collective journey toward inclusive and progressive vocational education and training. Additional details will be shared in due course on https://vetnetsite.org.  

The editors 

Dr Elena Quintana-Murci, University of the Balearic Islands, Palma, Mallorca, Spain
Prof. Dr Francesca Salvà-Mut, University of the Balearic Islands, Palma, Mallorca, Spain
Prof. Dr Barbara E. Stalder, VETNET chair/link convenor of VETNET, Bern University of Teacher Education
Dr Christof Nägele, VETNET chair/link convenor of VETNET, University of Applied Sciences and Arts Northwestern Switzerland, School of Education and University of Basel

Keynote Speeches

Presentations: Gender segregation in Spanish VET system: Current situation, impacts and possible solutions; Co-creating with Stakeholders in Developing New Strategies to Social Inclusion in Vocational Education and Training

Papers

Getting Skills Right for Food and Beverages Manufacturing Companies in South Africa. Allais, Stephanie. https://doi.org/10.5281/zenodo.15363920

Navigating Life Courses: The Impact of Vocational Skills and Capital on Adult Education Choices in Sweden. Asghari, Hamid. https://doi.org/10.5281/zenodo.15364003

Resource-rich and inclusive vocational education: Driving entrepreneurial intentions in disadvantaged student populations. Bahaw, P., Mack, A., Ghulfam, S., & Stephens, A. https://doi.org/10.5281/zenodo.15364022

New Competence Requirements for Trainers in Swiss Apprenticeships. Barabasch, Antje, Keller, Anna. https://doi.org/10.5281/zenodo.15364744

Beyond Skills: The Multifaced Role of Vocational Education in Post-Soviet Azerbaijan. Bayramli, Majid. https://doi.org/10.5281/zenodo.15364796

German Skilled Labour in the Context of Digital Transformation: Insights into the Technology Readiness. Bergmann, Dana. https://doi.org/10.5281/zenodo.15364820

‘Exellence’ in Vocational Education and Training. Bohlinger, Sandra. https://doi.org/10.5281/zenodo.15364860

Crossing Borders While Crossing Cultures: Challenges of European Dual TVET Transfers to West-African Construction Training Systems. Bohra, Alexandra, Meckmann, Felix. https://doi.org/10.5281/zenodo.15365245

Inclusion for All: A Look at Upper Secondary Education in Norway and Switzerland. Bonoli, Lorenzo, Kammermann, Marlise, Schmid, Evi. https://doi.org/10.5281/zenodo.15365278

Beyond Single Dimensions: Exploring Differences in Sexism Among Italian iVET Students Through an Intersectional Perspective. Brescianini, Flavio, Luppi, Elena. https://doi.org/10.5281/zenodo.15365332

Vouchers as Vehicle of Change in Croatian Vocational Adult Education: Two Theoretical Perspectives. Buković, Nikola, Matković, Teo. https://doi.org/10.5281/zenodo.15373056

Bridging Education and Business: The Transformative Impact of Dual Learning in Italy’s VET System. Capriotti, Virginia. https://doi.org/10.5281/zenodo.15465160

Presenting OrientaDig: Co-Creating a Competence Framework for Guidance in the Digital Society . Castaño-Muñoz, Jonatan, Moreno-Morilla, Celia, Romero-Rodríguez, Soledad. https://doi.org/10.5281/zenodo.15373102

Recruiting and Retaining Industry Partnership in a Vocational-Oriented Education Program in Hong Kong: Challenges and Recommendations. Chan, Kara, Zhang, Jasmine. https://doi.org/10.5281/zenodo.15373131

Factors Influencing the Effectiveness of Online Training for TVET Engineering Educators: Towards Inclusive and Accessible Professional Development. Dolgova, Nataliia. https://doi.org/10.5281/zenodo.15373156

Profiles of VET Students Attending Apprenticeship Courses in Portugal: Educational Trajectories and Reasons to Enrol in VET. Doroftei, Alexandra, Marques da Silva, Sofia. https://doi.org/10.5281/zenodo.15373184

Incorporating Intercultural Competencies into Vocational Education and the Impact on Integration in Germany. Drexler, Alexandra. https://doi.org/10.5281/zenodo.15373211

Are Degree Apprenticeships Widening Participation to Higher Education and Higher-Level Roles for Under-Represented Groups?. Emms, Katherine, Laczik, Andrea. https://doi.org/10.5281/zenodo.15373234

The Two-Year Apprenticeship and Occupational Development in Switzerland – A Success Story Between Inclusion and Labour Market Orientation?. Engelage, Sonja, Strebel, Alexandra. https://doi.org/10.5281/zenodo.15373254

Identifying and Delineating the Specific Needs of the VET Sector in Relation to the Implementation of Universal Design for Learning. Fovet, Frederic. https://doi.org/10.5281/zenodo.15373289

Understanding the Transfer of Learning in Apprentices: Individual Characteristics, Motivational Beliefs, and Training Quality. Garcia de Olalla Gutierrez, Arturo, Wenger, Matilde, Sauli, Florinda, Berger, Jean-Louis. https://doi.org/10.5281/zenodo.15373322

The Neighbourhood Training Centre: A Case Study on the Intersection of Education Policies and Non-school Agents . García-Goncet, Daniel, Romeo Ortiz, Elena. https://doi.org/10.5281/zenodo.15463197

Skilled Workforce for the Hydrogen Economy: International Review of National Workforce Studies. Gessler, Michael. https://doi.org/10.5281/zenodo.15373361

Beyond Stem: A Methodological Approach to Measuring Gender Gap in University Education in Technology Across Six Latin American Countries. Giménez, Milagros, Guitart, Violeta. https://doi.org/10.5281/zenodo.15373390

Why Systemic, Credible and Trustworthy Research Matters in Vocational Education: The Importance of Beginning with Practice and Being Present in the Conduct of Educational Research. Gregson, Maggie, Gregson, Daniel. https://doi.org/10.5281/zenodo.15373447

Investigating Occupations in Transition and the Implication for Vocational Education and Training. Hepplethwaite, Victoria, Ramsarup, Presha . https://doi.org/10.5281/zenodo.15373782

Perspectives on Multiple Pathways for College and Career Readiness Through High School Career Academies in the United States. Hernandez-Gantes, Victor M., Fletcher, Edward C. https://doi.org/10.5281/zenodo.15373805

Key Drivers of Inclusive Digital Transformation of European Vocational Education and Training Systems. Herrero Rámila, César, Castaño Muñoz, Jonatan, Romero Rodríguez, Soledad  , Moreno Morilla, Celia. https://doi.org/10.5281/zenodo.15373835

The Implementation of Dual Vocational Education and Training in Costa Rica: An Analysis of Dual VET Based on the Criteria for Duality. Hunink, Claudia, Rommel, Irina. https://doi.org/10.5281/zenodo.15341081

“Thinking Outside the Box” – Holistic Skill Development for Vulnerable Groups as a New Educational Practice in Challenging Times. Ixmeier, Sebastian, Muenk, Dieter. https://doi.org/10.5281/zenodo.15373859

Re-Engaging Students: Secondary Vocational Education as a Strategy Against School Dropout in Argentina. Jacinto, Claudia, Roberti, Eugenia, Montes, Nancy. https://doi.org/10.5281/zenodo.15373879

Fostering Practically Based Learning and Transitions from Education to Work Through ‘Third Spaces’ in Higher Education. Kersh, Natasha, Laczik, Andrea, Emms, Katherine. https://doi.org/10.5281/zenodo.15373895

Long-Term Unemployed Women with Impairments Living Alone – Towards Employment, Social Participation and Health Through the German Employment Service. Kohlhof, Stefan. https://doi.org/10.5281/zenodo.15465204

Analysing Costs and Benefits of Dualized VET in Developing Countries: A Methodological Discussion. Krichewsky-Wegener, Léna, Jaik, Katharina G. https://doi.org/10.5281/zenodo.15373945

Access to and Accessibility of the Initial Vocational Education and Training (IVET) System in Türkiye and Germany. Kühn, Ida Kristina, Saniter, Andreas, Selvi, Kıymet, Keser, Ayşe Dilek. https://doi.org/10.5281/zenodo.15373978

Postponing Training: A Strategy for Dealing with the Tension Between Producing and Training in Swiss Dual VET Programmes. Lamamra, Nadia, Wenger, Matilde. https://doi.org/10.5281/zenodo.15379278

Maid in the Making: Interrogating the Role of Vocational Training Institutions in the Domestic Work Labour Migration Industry from Kenya to the Gulf states. Mählck, Paula. https://doi.org/10.5281/zenodo.15379255

Third Sector Organizations as VET Providers: Two Case Studies in Spain. Marhuenda-Fluixá, Fernando. https://doi.org/10.5281/zenodo.15379219

Towards a New Governance of VET? The Role of Dualiza Bankia Foundation in the Adoption of Dual VET in Spain. Martínez-Izquierdo, Luis, Torres Sánchez, Mónica. https://doi.org/10.5281/zenodo.15379186

Development of the Vocational Education and Training System in Extreme Conditions:  The Case of Ukraine. Melnyk, Sergii, Lytvynchuk, Andrii. https://doi.org/10.5281/zenodo.15379138

The Relationship Between Vocational Expectations and School Adjustment in Initial Vocational Training. Mičiulienė, Rita, Kovalčikienė, Kristina. https://doi.org/10.5281/zenodo.15378992

The Role of the Car Industry in Integrating Migrants in the Workforce and Society: Preliminary Findings of a Comparative Case Study of Sweden and the USA. Moreno Herrera, Lázaro, Hernandez-Gantes, Victor M., Antera, Sofia. https://doi.org/10.5281/zenodo.15378960

Online Tools to Support Career Planning on the Pathway to Vocational Education and Training (VET) or General Education. Nägele, Christof, Wyss, Annika, Hell, Benedikt, Stalder, Barbara E. https://doi.org/10.5281/zenodo.15378908

Vocational Education and Underskilling: Lessons from European Skills and Jobs Surveys. Neuber-Pohl, Caroline, Russo, Giovanni, Santangelo, Giulia, Zigova, Katarina. https://doi.org/10.5281/zenodo.15378860

Empowering VET Teachers with the Skills to Tackle the Challenges of Sustainable Development and Drive Innovation. Ostuni, Chiara. https://doi.org/10.5281/zenodo.15378834

Social-Ecological Transformation in the Automotive Sector. The Case of a Car Workshop and Dealership. Peters, Susanne, Klaus, Frieda. https://doi.org/10.5281/zenodo.15369636

Educational Strategies to Prevent Dropout in Vocational Training Programs: A Pilot Approach. Pinya-Medina, Carme, Vecina-Merchante, Carlos, Vilasís Pamos, Júlia , Tugores-Ques, María. https://doi.org/10.5281/zenodo.15367534

VET From Non-VET Providers. How Can NGOs Help to Close the Vocational Training Gap for Disadvantaged Learners in Europe? Pittrof, Tessa Pia, Markowitsch, Jörg, Scharle, Ágota, Steinheimer, Eva. https://doi.org/10.5281/zenodo.15367510

Apprenticeships in England – Initial or Continuing VET? Pullen, Charlynne . https://doi.org/10.5281/zenodo.15367491

The Challenge of Student Dropout in Vocational Education and Training in Spain: Current situation, Causes and Solutions. Quintana-Murci, Elena, Salvà-Mut, Francesca, Moso-Díez, Mónica, Mondaca Soto, Antonio, Mestre Hernández, Antoni. https://doi.org/10.5281/zenodo.15367418

Education and Training for Work: Relativity and Conflict in the Distribution of Resources, Knowledge and Opportunities. Riquelme, Graciela Clotilde. https://doi.org/10.5281/zenodo.15367401

The Importance of Interpersonal and Emotional Variables for Best Practices in Basic/Initial Vocational Education and Training. Santibáñez, Rosa, Fonseca, Janire , Moro, Álvaro. https://doi.org/10.5281/zenodo.15367360

The Impact of Benchmarks on EU Policy Monitoring Process: A Comparison of Vocational Education and Training (VET) and Adult Learning (AL) Sectors. Sekmokas, Mantas. https://doi.org/10.5281/zenodo.15367308

Model Proposal for a Joint IVET Curriculum: Examples of Türkiye and Germany with Main Justifications for the TR-DE JOINT IVET Curriculum    . Selvi, Kıymet, Saniter, Andreas, Kühn, Ida Kristina, Keser, Ayşe Dilek. https://doi.org/10.5281/zenodo.15367262

Multimedia Learning Environment: Development and Design Features of Learning and Work Tasks for the Sector of Applied Informatics. Siemer, Christine, Harberts, Vivian. https://doi.org/10.5281/zenodo.15367246

Estonian Vocational Teachers’ Differentiated Instruction Practices in the Context of Inclusive Education. Sirk, Meidi, Liivik, Reeli, Rekkor, Sirje. https://doi.org/10.5281/zenodo.15367214

From Aspiration to Apprenticeship: Insights from a Refugee Pre-vocational Programme. Stalder, Barbara E., Lüthi, Fabienne, Schönbächler, Marie-Theres. https://doi.org/10.5281/zenodo.15366010

CVET as strategy of inclusion for Generation X and Baby Boomers in a multigenerational future of work in Western Balkans countries. Sula, Oliana. https://doi.org/10.5281/zenodo.15365847

Vocational Inclusion of Migrants: Perspectives from the Workplace Stakeholders in Sweden. Teräs, Marianne. Eliasson, Eva, Osman, Ali. https://doi.org/10.5281/zenodo.15365623

Reference-Group Effects in Vocational Education and Training (VET): An Exploratory Examination of Contrast and Assimilation Effects on VET Success. Theuer, Nele. https://doi.org/10.5281/zenodo.15365274

The Skills Experts Program at the German Chambers of Commerce Abroad—A Model for Implementing a Global Skills Partnership? A Case Study. Triebelhorn, Marina. https://doi.org/10.5281/zenodo.15365126

Making Sense of the Reasons for Students Dropping Out from VET in Estonia: Attention on Emotional Wellbeing. Ümarik, Meril, Bentsalo, Inna. https://doi.org/10.5281/zenodo.15365079

Skillful Enough? Examining National Skills Strategies in Times of Transition. Unterweger, Daniel, Steinheimer, Eva. https://doi.org/10.5281/zenodo.15364971

Teachers’ Social Representations in Vocational Education: Challenges Concerning the Axes of Self-Determination Theory—Learning Autonomy, Competences, and the Teacher-Student Bond. Vecina-Merchante, Carlos, Pinya-Medina, Carmen, Garcia de Olalla Gutierrez, Arturo, Adame Obrador, Teresa. https://doi.org/10.5281/zenodo.15364117

Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students’ Motives. Vernholz, Mats, Temmen, Katrin. https://doi.org/10.5281/zenodo.15364031

Gender-Atypical Vocational Training: The Pioneers are Dropping Out. Wagner, Pia, Dorau, Ralf, Fournier, Lisa. https://doi.org/10.5281/zenodo.15465057

Emotional Management in Health and Social Care Apprentices in Switzerland: A Latent Profile Analysis. Wenger, Matilde, Favre, Yoann, Abbou, Rayana, Fiori, Marina. https://doi.org/10.5281/zenodo.15363677

Inclusive-Digital Education at Vocational Schools: An Empirical Analysis of Success Factors and Challenges Based on a Synthesis of Three Studies on Teachers and School Concepts. Wüthrich, René. https://doi.org/10.5281/zenodo.15363601

Dynamic Vocational Guidance: Integrating Deep Reinforcement Learning with Item-Response Theory. Yuan, Wenrui, Steinrücke, Johannes. https://doi.org/10.5281/zenodo.15359932