Vocational Education and Training (VET) teachers are the driving force behind Europe’s skilled workforce and thriving societies. They equip learners with essential knowledge and competences, guide them towards successful careers, and lead the implementation of key education reforms. Yet, despite the importance of their role, VET teachers’ professional needs and day-to-day challenges often remain overlooked. The European Vocational Teacher Survey (EVTS) aims to change that.
As Europe’s labour markets evolve rapidly, teachers must continuously develop their competences to meet the demands of the digital, green and inclusive transitions. The EVTS provides the comparable, EU-wide evidence needed to support and strengthen teachers’ professional growth.
Why EVTS matters
Five key questions guide the EVTS:
- Skills development: How do VET teachers across Europe keep their skills up to date and continue learning?
- What works best: Which professional development activities have the greatest impact?
- Closing the gaps: What new competences do VET teachers need to address digitalisation, the green transition and inclusion?
- Job satisfaction: How do teachers perceive their working conditions, leadership and support?
- Career appeal: How attractive is the VET teaching profession, and what support exists for career progression?
Survey focus areas
EVTS investigates the main factors shaping the work and wellbeing of today’s VET teachers:
Teacher shortages and workload
VET teachers are more than instructors – they are mentors, advisors and industry liaisons. Increasing workloads, especially administrative tasks, can limit the time available for teaching and learner support.
Wellbeing of teachers and students
A healthy learning environment starts with teacher wellbeing. EVTS explores the factors affecting motivation, stress and job satisfaction, and how these influence student success.
Professional and career development
Access to continuous learning is essential. EVTS examines how teachers engage in continuing professional development (CPD) and what barriers or incentives they encounter.
Access to resources
Passion must be supported by tools. From digital equipment to up-to-date materials, EVTS assesses whether schools have the resources teachers need for effective teaching and learning.
Who we're surveying
- Target group: Teachers in upper secondary VET schools (ISCED level 3)
- Countries covered: 22 EU Member States – Belgium, Bulgaria, Croatia, Cyprus, Czechia, Denmark, Estonia, Finland, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Poland, Portugal, Romania, Slovakia, Slovenia and Sweden
Methodology
To ensure robust and representative data, EVTS combines several methods:
- Online surveys (primary method)
- Telephone and virtual interviews
- Random two-stage sampling to guarantee representativeness and protect confidentiality
- Target sample: around 10,000 teacher responses
Timeline: November 2025 – September 2026
First findings expected: 2027
Stakeholders and partners
EVTS is conceptualised and coordinated by Cedefop experts from the VET4Youth-Teachers and Trainers and Skills and Work teams, bringing together key partners from across Europe’s education and training community through the EVTS Stakeholder Group set up by Cedefop:
- European Commission (DG EMPL)
- National authorities from participating EU Member States
- European social partners, including ETUCE and EFEE
- European associations of VET providers (EURASHE, EVTA, EVBB, EfVET, EUProVET, EUCEN)
- Research consortium: Verian and its network of national VET experts contracted to carry out the fieldwork
Why stakeholders support EVTS
- National governments value EVTS as a source of EU-wide evidence to improve teacher policies and regional education strategies.
- The European Commission supports EVTS for addressing critical knowledge gaps and advancing EU education priorities such as, the new EU agenda for VET teachers and trainers, the Henrik Declaration, New Skills Agenda, the Council Recommendation on VET, and the Council conclusions on European teachers and trainers for the future.
- Social partners view EVTS as essential for understanding teacher wellbeing, leadership, and the attractiveness of the profession.
- VET providers welcome the survey as an opportunity to strengthen teacher support systems and enhance the quality of vocational education.
Get involved – your voice matters
If your school is selected to participate in the EVTS, your contribution is vital.
By sharing your experiences, you will:
- Help shape better policies for VET teachers and institutions;
- Improve working and learning conditions;
- Strengthen vocational education across Europe.
Join the conversation:
#TeacherVoices #SupportingTeachers #VETtoolkit #VETTeachersTrainers #EVTS