Vocational education and training (VET) is in the midst of a broad societal transformation shaped by digitalisation, changes in working life, and generational shifts that are redefining how learning and teaching take place. New generations of learners are accustomed to visual, interactive, and flexible learning environments that are not bound by time or place. This challenges traditional pedagogical practices in VET as well.
Distance and hybrid learning have become an established part of everyday education. At the same time, teachers and institutions are reflecting on how digital learning can be made interactive, accessible, and pedagogically meaningful for all learners.
These questions are being addressed in the VET2Sustain project, which focuses on developing sustainable, inclusive, and digital vocational education and training. In this work, digital learning solutions play an important role when they are used in ways that genuinely support pedagogical objectives.
A simple digital shift is not enough
The project has identified that merely transferring learning materials online is not sufficient to meet the changing needs of vocational education. Digital tools alone do not make learning effective if the content and pedagogical thinking remain unchanged. New technologies should not be used to teach old knowledge through outdated approaches; instead, teaching and learning must be renewed in a more holistic way.
This means that the solution lies not only in changing teaching methods, but also in continuously updating learning materials to reflect the evolving competence requirements of working life. In VET, there is a strong need for close dialogue with employers and industry, as well as for the development of content and learning environments that support up-to-date skills, problem-solving abilities, and lifelong learning.
Digital solutions as part of pedagogical development
Throughout the project, digital solutions have been developed in a phased and evidence-based manner. In the initial phase, information was gathered and analysed on the digital platforms and virtual learning environments used by partner organisations, as well as on how artificial intelligence (AI) and extended reality (XR) are applied in teaching. This mapping and analysis work provided a foundation for further planning.
The aim is not to adopt technology for its own sake, but to identify effective practices and develop solutions that respond to the real needs of vocational education.
Piloting the Virtual Lounge and XR learning environments
One of the project’s key partners is ThingLink, whose role is to support educational partners in developing and sharing new digital solutions. As part of the project, a Virtual Lounge has been created on the ThingLink platform. The Virtual Lounge functions as a shared digital environment where materials can be shared, good practices showcased, and content developed collaboratively across national borders. This work has been supported through guidelines and training to enable partners to produce and publish content smoothly.
With regard to XR learning environments, the project is currently in the planning phase. Based on the mappings and analyses, decisions are being made on which types of XR solutions are appropriate to pilot, how they connect to qualification requirements and labour market needs, and which operational models best support accessibility and learner engagement. Similarly, in the area of AI, the planning focuses particularly on solutions that support personalisation and individual learning pathways, as well as tools that support teachers’ work, in line with the principles of trustworthy and inclusive AI.
In the next phase of the project, during 2026, these plans will be put into practice. XR pilots will be implemented in partner countries, open educational resources will be developed and curated, and online learning pathways for teachers will be created. These pathways will emphasise digital skills, the pedagogical use of technology, and innovative teaching methods. ThingLink’s role will be visible both in the further development of the Virtual Lounge and in supporting teachers as AI- and XR-based tasks are designed and piloted in real teaching contexts.
At Omnia, the coordinating organisation of the project, digital solutions are also supported at a practical level. Teachers and students have access to an institutional ThingLink licence, and guidance and support for using the platform are available through Omnia’s IT services. This lowers the threshold for adopting the platform and related pedagogical methods as part of everyday teaching.
Accessibility and inclusion at the heart of learning
In the VET2Sustain project, accessibility and inclusion are core values, particularly from the learner’s perspective. When implementing digital solutions, special attention has been paid to ensuring that learning materials are accessible to as many students as possible. For example, the ability to listen to texts, adjust visual settings, and use multilingual content supports learners from diverse backgrounds and with different levels of ability.
Digital tools can also strengthen learners’ active role in the learning process. Learning documentation, portfolio work, and collaborative projects support not only vocational competence but also communication, collaboration, and self-directed learning skills, all of which are essential in future working life.
What has been learned in VET2Sustain?
A key lesson is that digital solutions are not an end in themselves, but tools for achieving pedagogical goals. Effective digital learning requires systematic development work in which technology, pedagogy, and learning content support one another.
The project has highlighted the role of teachers as pedagogical developers and experimenters. Digital tools create opportunities to test new teaching approaches, share good practices, and engage in international peer learning. At the same time, the project has strengthened the understanding that sustainable solutions emerge when they are embedded in the everyday practices of educational institutions and support the long-term development of teachers’ competences.
Towards sustainable and future-oriented vocational competence
At the heart of the VET2Sustain project is the idea that developing vocational education requires simultaneous pedagogical renewal, up-to-date content, and the courage to make use of new digital solutions. Digitalisation is not a separate trend, but part of a broader transformation in which ways of learning, competence requirements in working life, and the role of education in society are being reshaped.
The project aims to strengthen the capacity of educational institutions to adopt new platforms and methods in a systematic and sustainable way, while supporting teachers’ professional development. At the same time, it builds collaboration models and digital environments that promote knowledge sharing, peer learning, and continuous development even beyond the lifetime of the project. Sustainable, inclusive, and digital VET is created through cooperation, a culture of experimentation, and a shared understanding of the learning pathways and competences needed in the future.