Europe
This article examines the current landscape of AI integration in European TVET institutions, beginning with systemic challenges educators face and moving through innovative and promising practices from selected UNEVOC Centres.
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European insights: greening skills, powering futures – the role of TVET in twin transition
Najmeh Viki and Mika Heino, Omnia Education Partnerships (OEP) Ltd., 2025
Background
In December 2019, the European Commission launched the European Green Deal, committing the Union to net-zero greenhouse-gas emissions by mid-century (European Commission, 2019). Parallel initiatives, notably the Digital Education Action Plan and the Digital Compass, set out similarly ambitious aims for connectivity, data infrastructure and digital competences (European Commission, 2020a). Policy documents combine these ambitions under the twin transition and recent scholarship argues that the environmental goals provide the compass, while digitalization supplies the instrument to that goal (Paiho et al., 2023).
The twin transition presents both a challenge and an opportunity for educational systems. TVET, with its close ties to labour markets and its practical orientation, is uniquely placed to lead the integration of sustainability and digitalization into workforce development. In this context, the evolution of TVET is not merely a policy initiative but a foundational shift in how societies prepare for a future defined by environmental responsibility and technological innovation.
While digital innovation drives sustainability, it also poses new challenges. Greening TVET equips learners with eco-digital competences, merging sustainability insight and technological literacy. This integration transforms skills, work cultures as well as policies.
Greening TVET
The concept of the twin transition involves the advancement of two major societal shifts: environmental sustainability and digital transformation (see Image 1). On one side, the green transition, deeply rooted in international commitments such as the Paris Agreement and the European Green Deal, emphasizes decarbonization, circular economy practices and sustainable production and consumption models. On the other side, the digital transition seeks to integrate technological innovation, particularly artificial intelligence (AI), big data analytics and the Internet of Things (IoT) into all sectors of the economy.
The two agendas intersect continuously, nonetheless, the digital transition raises sustainability concerns, including increased energy consumption, rising demand for rare earth materials and the generation of e-waste. Achieving a synergistic twin transition, therefore, requires policy adjustment and skills development that address these complexities (Paiho et al., 2023).
A key dimension of this integration is greening, defined by Cedefop as “knowledge, abilities, values and attitudes needed to live in, develop and support a society which reduces the impact of human activity on the environment” (Cedefop, 2012, p.20). UNESCO’s Education for Sustainable Development Roadmap (UNESCO, 2020) and the European Commission’s GreenComp competence model (European Commission, 2022) refine this definition as an ability to grasp sustainability as a complex, interdependent system; a capacity to envision desirable futures; the skills required to translate such visions into action; and the reflexivity to interrogate personal and collective values. Empirical studies confirm that such change reshapes professional identities, work cultures and socio-economic priorities rather than merely updating technical tasks (BMBF, 2022).
Digital technology can accelerate greening. Examples include data centres powered by renewables, low-energy networks and AI-driven ecosystem monitoring (European Environment Agency, 2022; OECD, 2023). Yet the relationship is reciprocal, because green policies rely on digital platforms for carbon accounting, supply-chain transparency and citizen engagement. The overlap demands eco-digital competences that combine sustainability insight with technological fluency, a need highlighted in the EU’s Digital Education Action Plan and the GreenComp framework (European Commission, 2020b; European Commission, 2022). TVET systems have a pivotal role in equipping learners and workers with the ability to navigate and shape these transitions simultaneously.
Addressing the triple planetary crisis through TVET
While the twin transition presents a compelling framework for future-oriented development, its urgency is underscored by what the United Nations Environment Programme has termed the triple planetary crisis: climate change, biodiversity loss and pollution (UNEP, 2021). These interconnected crises threaten ecological resilience and human well-being on a global scale, requiring systemic transformations across all sectors.
TVET, as a central lever for workforce development and societal innovation, must integrate a broader ecological consciousness that aligns not only with climate action but also with the protection of biodiversity and the reduction of pollution. For instance, technical curricula should include environmental monitoring, waste reduction strategies and regenerative resource management, all linked to occupational standards across green sectors. Furthermore, pedagogical models should embed principles of environmental justice, circularity and ecological stewardship as cross-cutting themes in skills formation.
In this context, TVET institutions are not merely providers of labour market skills but are repositioned as agents of socio-ecological resilience. By preparing learners to operate in a world marked by ecological thresholds, TVET can contribute meaningfully to mitigating the effects of the triple planetary crisis while shaping more sustainable economies and communities (UNEP, 2021; UNESCO-UNEVOC, 2021).
Aligning TVET with the SDGs
Greening TVET is also essential to deliver on the United Nations Sustainable Development Goals (SDGs), particularly those focused on sustainable human development and environmental protection. TVET systems are instrumental in realizing SDG 4 (Quality Education) by embedding Education for Sustainable Development (ESD) into skills curricula, and SDG 13 (Climate Action) through the preparation of a climate-conscious workforce. Moreover, SDG 7 (Affordable and Clean Energy) and SDG 12 (Responsible Consumption and Production) intersect directly with technical and vocational pathways related to energy efficiency, circular economy design and sustainable resource use.
Beyond this, TVET has a role in ensuring SDG 6 (Clean Water and Sanitation) and SDG 11 (Sustainable Cities and Communities) are operationalized through the development of competences in water technologies, urban planning and green construction. The UNESCO-UNEVOC/CEDEFOP practical guide on Meeting skill needs for the green transition (2024) reinforces this integrated approach by offering a holistic framework that links institutional greening strategies with governance, curriculum reform, industry collaboration and monitoring mechanisms. It emphasizes that greening TVET is not merely about adding sustainability content to existing courses but about transforming the purpose and practice of TVET to serve people, planet and prosperity (UNESCO-UNEVOC/CEDEFOP, 2024).
By aligning TVET with both the SDGs and the imperatives of the triple planetary crisis, the sector can support an inclusive, just and sustainable transformation that leaves no learner behind.
National frameworks and reform drivers
At the European level, the Council Recommendation on TVET for Sustainable Competitiveness obliges member states to weave sustainability through every qualification (European Commission, 2020a). The Skills Agenda sets headline targets for up- and re-skilling, and funds such as Erasmus+ and the Just Transition Mechanism finance experimentation. National responses nonetheless differ, reflecting varied institutions, legislation and resources (Cedefop & UNESCO-UNEVOC, 2023). Finland and Germany illustrate two contrasting but complementary paths.
Finland and Germany, long acknowledged for their well-established yet contrasting training traditions, present instructive cases for analysis. Both countries now place greening at the centre of vocational policy, yet they pursue that aim through different governance styles and reform tempos.
Finland: Transformational greening through modular reform
Finland has approached the twin transition through a comprehensive reform of its TVET system, focusing on curriculum flexibility, future-readiness, and most notably, competence-based, credit-accumulation qualifications (Niemi & Isopahkala-Bouret, 2015). The Finnish National Agency for Education (EDUFI) has introduced new qualification modules that specifically address the challenges and opportunities of greening in the twin transition. These modules, which will be rolled out across all vocational programmes by 2027, cover a broad range of themes, including circular economy practices, sustainable entrepreneurship and digital applications in green industries (EDUFI, 2025). The modular structure of the Finnish TVET curriculum allows learners to tailor their education to their own and emerging labour market needs, thereby enhancing both relevance and adaptability.
Finland’s model is characterized by anticipatory governance and a participatory approach. By embedding green and digital content at the structural level, the system ensures that sustainability is integral to the TVET experience. The qualification requirements integrate learning outcomes related to sustainable development across all fields, guided by national competence-based qualifications, which are developed in cooperation with employers and other stakeholders (Cedefop, 2022).
Furthermore, Finland has placed strong emphasis on educator professionalisation. EDUFI has invested in teacher training and professional development, ensuring that educators are well-equipped to deliver content related to greening and sustainability as well as digitization. Initiatives such as the Climate Change Education project and digital pedagogical tools are being used to integrate ecological thinking into teaching practices (Sitra, 2023). Assessment mainly takes place in the workplace and competence is validated by the industry (Cedefop, 2022).
Moreover, the reforms align with Finland’s National Roadmap for the Circular Economy 2021–2035, which identifies skills development, competence building and vocational training as key enablers of a sustainable economy (Ministry of the Environment, 2021). The Finnish Innovation Fund Sitra also describes education, including TVET, as a cornerstone in achieving the objectives of a circular economy and an equitable transition (Sitra, 2021).
Germany: Incremental greening in a dual system
Germany’s TVET landscape is internationally renowned for its dual TVET system, which combines classroom instruction at vocational schools (Berufsschulen) with workplace-based learning in companies. This model facilitates a smooth transition from school to work, provides hands-on experience and ensures that training remains closely aligned with labour market needs (Euler, 2013).
In Germany, greening and sustainability are integrated into TVET primarily through revisions of apprenticeship regulations that require learning content, duration and examination standards. The reforms of recent years integrate green skills across multiple sectors, reflecting Germany’s commitment to its climate goals and the broader European Green Deal. Environmental sustainability is treated as a core component of professional competence. In sectors such as construction, automotive manufacturing and renewable energy, vocational programmes are updated to include modules on energy efficiency, sustainable materials and emission reduction strategies. For example, apprentices in the construction sector are now trained to apply energy-efficient insulation, integrate photovoltaic systems and adhere to sustainable building codes (Ertl, 2023; CEDEFOP, 2021).
Germany’s approach to stakeholder collaboration also facilitates the integration of green competences into the dual system (Medearis et al., 2025). Federal ministries such as the Federal Ministry of Education and Research (BMBF), employer associations, chambers of commerce, trade unions and vocational schools coordinate systematically to revise training regulations (Ausbildungsordnungen) and occupational profiles (Berufsprofile). This process follows a formalized structure in which social partners and federal bodies co-develop occupational standards and ensure their alignment with socio-economic and environmental objectives (BIBB, 2022; CEDEFOP, 2021). The revision of TVET curricula typically includes consultations with practitioners, sectoral experts and sustainability advisors, ensuring that updates reflect technological trends and climate and environmental imperatives (European Commission, 2020; ZDH, 2023). This coordination ensures the timely incorporation of environmental objectives into curricula and examination requirements, allowing the dual system to adapt dynamically to the green transition (UNESCO-UNEVOC, 2021; BMBF, 2022).
The Federal Institute for Technical and Vocational Education and Training (BIBB) plays a pivotal role in this ecosystem. BIBB conducts applied research, provides policy advice, develops standards for vocational training and supports innovation by piloting new training approaches. In collaboration with the Institute for Research on Qualifications and Training of the German Economy (IWAK) and the German Confederation of Skilled Crafts (ZDH), BIBB promotes forward-looking occupational standards that embed green skills (see Table 1) (BIBB, 2022; ZDH, 2023).
Additionally, the German Qualifications Framework (DQR) is instrumental in aligning TVET outcomes with sustainability competences. In particular, the inclusion of transversal skills, such as systems thinking, resource stewardship and digital competence, has enhanced learners’ capacity to engage with sustainability challenges (European Commission, 2020; UNESCO-UNEVOC, 2021).
Diverse pathways to greening TVET: European models in action
Germany’s dual TVET system has structurally integrated sustainability: since 2021, all new dual training standards mandate ‘Environmental protection and sustainability’ as a cross-occupational component, and BIBB has supported the roll-out by developing sustainability guidance across 82 occupational profiles (European Commission, 2024b).
TVET systems in Sweden and Germany demonstrate dual approaches, technologically advanced Industry 4.0 training and socially inclusive green upskilling. Persson et al. highlight how Sweden integrates green competences through co-created learning ecosystems, while Germany embeds environmental literacy into technical apprenticeships (Persson Thunqvist, Gustavsson, & Halvarsson Lundqvist, 2023).
In Finland, recent TVET reforms have systematically embedded green and digital competences into vocational training. Based on the report by a working group on vocational qualifications, EDUFI has introduced optional green-transition modules/micro-credentials across all qualification frameworks, alongside integrating sector-specific sustainability requirements into existing qualifications (Cedefop and ReferNet, 2024). Moreover, the Erasmus+ GreenVETnet initiative, led by Savo Vocational College, explicitly applies the European GreenComp framework to embed sustainability skills in construction, transport, business and tourism training (Opetushallitus, 2023). Since 2025, EDUFI has updated common and optional vocational units to include green and digital transition modules across all qualifications (e.g., “working with climate responsibility”). These new units will be rolled out between 2025–27 and support sustainability awareness in any TVET pathway (Cedefop, 2025).
OECD and Cedefop (2014) emphasize that effective green skills strategies require strong policy coherence across employment, environmental and education ministries, with stakeholder participation from governments, industry and training providers. They highlight Austria’s HR Masterplan (2011–13) in renewable energies as a model of vertical integration, featuring cross-ministry coordination, scenario-based skill forecasting and joint governance mechanisms aligning TVET provision with evolving green sector needs (OECD/Cedefop, 2014).
The Netherlands has a long-standing practice of integrating green skills in TVET. Industry-provider cooperation leads curriculum updates embedded in sustainability; national guidance frameworks, such as CoVE collaboration in forestry, reflect commitment to environmental protection within vocational programs (Fondazione Adapt, 2024).
The Erasmus+ GreenTeach project identified a clear gap between teachers’ interest in sustainability and their ability to integrate it into pedagogy in Bulgaria, Italy, Romania and Türkiye. Quantitative surveys across these four countries revealed that fewer than 20% of teachers were familiar with the GreenComp framework before targeted professional development (Tramonti & Dochshanov, 2025).
The “Employment Centres and Sustainable Development” project in France developed cross-sectoral TVET curricula and skills mapping aligned with regional climate goals in the construction sector. This model linked training to sustainable employment in low-carbon housing initiatives. This regional cooperation effort mapped skill needs in 35 green occupations and identified emerging roles, such as ecologists specialized in habitat restoration, eco-mediators focused on sorting and energy efficiency, and construction site managers responsible for material sorting (Cedefop, 2018).
Spain’s TVET sector grew by 74 % over twenty years and, under Organic Law 3/2022, TVET now explicitly links with green job creation and climate action. The Green Hive Project survey shows that sustainability skills are actively being integrated into core TVET curricula in sectors like construction, environment protection and agri-food (Illán Rodriguez, Burgos González, & López Cruz, 2023).
Under the updated Czech Recovery and Resilience Plan (2023), the Ministry of Education of Czechia has funded 20 new green-related bachelor and professional programmes, alongside 50 green micro-credential courses and 20 lifelong-learning modules between 2023–24, explicitly targeting the green transition in TVET and higher education (European Commission, 2024a).
Hungary’s 2019 TVET reform, supported by EU funding, embedded digital, transversal and green skills into all updated curricula. Since 2020, nineteen TVET Centres established digital-creative workshops, and green skills are now systematically included alongside digital skills in occupation standards (Cedefop and ReferNet, 2023).
Emerging green labour markets and the skills gap challenge
The green transition is expected to create significant employment opportunities. Cedefop (2023) estimates 2.5 million new jobs in the EU by 2030 thanks to the implementation of the EGD, particularly in construction, energy, waste management and technical roles. In the UK, projections from the Climate Change Committee suggest up to 725,000 green jobs by 2030 (Wheeler & Dossett, 2024; GetZero, 2024).
Despite this potential, skill gaps persist. Green sectors require not just technical know-how but systems thinking, environmental literacy and digital competence. Without targeted reforms and continuous upskilling, TVET systems risk falling short of labour market needs.
Multi-level innovations in policy and practice for greening TVET
Local development strategies like France’s "Employment Centres and Sustainable Development" initiative have successfully aligned TVET with green job creation in the building sector, showing a replicable model for regional implementation (Cedefop, 2018).
In Sweden and Germany, TVET reforms promote co-creative learning environments where educators, industry and policy-makers align sustainability with work-based learning (Persson Thunqvist et al., 2023). Austria’s cross-ministerial planning in renewable energy VET (OECD/Cedefop, 2014) and the UK’s SME-focused low-carbon licensing programme are further examples of integrated strategies.
Hungary’s 2019 TVET reforms embedded green, digital and transversal skills in all curricula, supported by new infrastructure like digital-creative workshops (Cedefop and ReferNet, 2023). Spain’s Organic Law 3/2022 explicitly connects TVET to climate action, while Czechia’s recovery plan funds new green degree programmes and micro-credentials (European Commission, 2024a).
Successful practices share key features: multisector collaboration, alignment with labour market trends and integrated sustainability frameworks.
Discussion and conclusion
The analysis of Finland and Germany, supported by comparative insights from across Europe, demonstrates that while TVET systems vary in design, governance and reform pace, a shared understanding is emerging; greening is not a peripheral adjustment but a structural imperative. Across diverse national contexts, the twin transition – encompassing both digital and green transformations – has become the central organizing principle of TVET policy and practice.
Finland’s systemic, learner-centric approach reflects a forward-looking policy environment that aligns TVET reform with national circular economy objectives. The integration of sustainability into curriculum design, teacher training and modular qualifications shows how greening can catalyse educational renewal. Finland’s capacity for anticipatory governance, rooted in inclusive stakeholder dialogue and strong public investment, demonstrates that transformative change is achievable when ecological values are embedded at the core of skills development.
Germany presents a complementary but distinct model. Through consensus-driven, incremental reform, the dual system incorporates green competences into occupational standards and apprenticeships while maintaining strong ties to industry. Structured stakeholder collaboration and institutionalized coordination mechanisms allow for the gradual but effective alignment of training regulations with environmental and economic priorities. This evolutionary approach illustrates that meaningful change can also be achieved through steady, systemic integration when supported by resilient governance ecosystems.
While Finland and Germany illustrate divergent but effective pathways, the wider European landscape offers additional models and lessons. From Austria’s vertically coordinated green skills strategies to Sweden’s co-created learning ecosystems, countries are adapting their TVET systems to national realities while aligning with shared EU instruments such as GreenComp, the European sustainability competence framework, and the European Skills Agenda, which supports upskilling and reskilling for the green and digital transitions. Spain and Czechia show how legal reforms and strategic use of EU recovery funds can accelerate the integration of sustainability into curricula, while targeted initiatives like France’s regional employment centres and Hungary’s sector-specific curriculum updates support place-based green transitions.
At the same time, comparative insights highlight persistent disparities in institutional readiness, sectoral reach and educator preparedness. In countries such as Bulgaria, Italy, Romania, and Turkey, the GreenTeach project reveals a clear gap between teacher interest and competence in sustainability pedagogy. This underscores the need for context-sensitive support mechanisms to prevent uneven or fragmented implementation, even as pan-European momentum builds.
In sum, while there is no universal blueprint, effective greening TVET reform relies on a strategic blend of global, European and national vision, inclusive governance, pedagogical innovation and systemic alignment. Digitalization should not be viewed as an end but as a critical enabler of ecological and social renewal. The future of TVET lies in its ability to reconcile technological innovation with environmental responsibility and social inclusion, delivering not only employability but also ecological agency and resilience.
Challenges
1. Infrastructure gaps across systems
Despite reform efforts, outdated infrastructure - both physical and digital - continues to hinder hands-on sustainability training in many contexts. Without modern, energy-efficient and digitally equipped learning environments TVET institutions cannot fully model or deliver green competences.
2. Uneven educator preparedness across countries
As evidenced by the GreenTeach findings, many educators lack the tools, confidence or training to incorporate sustainability effectively into instruction, Professional development remains fragmented and uptake is often voluntary or underfunded.
3. Weak monitoring and learning analytics
While multiple countries are updating curricula, few have established rigorous mechanisms to monitor outcomes, assess learner impact or evaluate reforms, Without robust data and indicators, TVET systems risk stagnation or misalignment with labour market needs.
4. Incoherent or partial reform trajectories
In some contexts, sustainability content is introduced on a project basis or as an optional module, rather than embedded systemically. This leads to variability across institutions and sectors, weakening the overall transformative potential of greening.
5. Dependence on national political will and policy continuity
Where long-term political commitment or institutional capacity is lacking, reform momentum stalls. The comparative cases reveal that successful reform requires policy coherence across ministries and alignment between national strategies and local implementation.
Recommendations (see Image 2)
1. Institutionalize sustainability in National Qualification Frameworks
Make sustainability a core component of all vocational qualifications, supported by standardized descriptors and learning outcomes aligned with GreenComp. This signals to learners and employers alike that green skills are essential, not optional.
2. Scale and systematize educator capacity building
Launch cross-sectoral professional development programmes at national and EU levels, with an emphasis on sustainability pedagogy, sector-specific greening and digital-ecological integration. Incentives should support teacher engagement, certification and peer-led communities of practice.
3. Develop shared sustainability metrics and benchmarks
Introduce unified performance indicators to track green competence acquisition, curriculum transformation and labour market outcomes. These should be integrated into quality assurance frameworks and made comparable across EU member states.
4. Prioritize infrastructure modernization through targeted funding
EU recovery funds and national investments should prioritize the greening of TVET facilities, ensuring not just compliance with climate targets but enabling high-quality, future-ready learning. Green learning environments are also a visible signal of institutional commitment to sustainability.
5. Promote ecosystem-based governance and strategic foresight
Establish long-term, multi-stakeholder foresight platforms to coordinate green skills strategies. Cross-ministry leadership, employer engagement, regional innovation and civil society participation should guide adaptive planning, experimentation and reform scaling.
Future inquiry should explore the longitudinal effects of greening TVET reforms on innovation ecosystems, social inclusion and regional decarbonisation. Research should investigate how green-skilled graduates contribute to workplace transformation, entrepreneurial ecosystems and sustainable sector growth. Only with such evidence can TVET realize its potential as a foundational lever for a just, digital and climate-resilient Europe.
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