VET teachers at a turning point

Context

Based on responses from 735 teachers across 23 EU Member States, the EVTS pilot analysis highlights key factors shaping VET teachers’ continuing professional development and wellbeing. It points to a profession under increasing strain, characterised by heavy workloads, limited recognition and rising risks of burnout. Teachers face growing expectations linked to classroom diversity, digitalisation, the green transition and cooperation with workplaces.

Professional development is driven less by formal training alone and more by informal and self-directed learning, supportive organisational environments, favourable working conditions and a sense of professional accomplishment. By shedding light on the everyday realities of VET teachers, these pilot findings provide early insights, while the full EVTS results expected at the end of 2027 are anticipated to show strong potential to inform EU and national policies aimed at strengthening and sustaining the teaching profession.

Facts and figures

• Low recognition and weak attractiveness
  Few teachers feel valued: only 9% believe society recognises their profession and 13% consider their salary adequate, undermining attractiveness and recruitment.
• Staff shortages, workload and stalled career development
  Staff shortages affect many schools, with 49% of teachers taking on additional responsibilities. Administrative burden and classroom challenges are common, limiting time for innovation and slowing career progression.
• A growing wellbeing crisis
  Many teachers report physical exhaustion and emotional strain, pointing to a widespread wellbeing challenge, although commitment to the profession remains strong.
• Rising classroom complexity and inclusion demands
  A significant share of teachers feel insufficiently prepared to teach diverse groups or support vulnerable learners, while behavioural challenges are increasing.
• Green, digital and AI transitions outpacing preparedness
  Preparedness for sustainability, digitalisation and AI remains uneven. Many teachers report a need for further training in these areas.
• Strengthening basic skills and labour market relevance
  Teachers play a key role in developing learners’ basic and transversal skills. However, heavy workloads and skills gaps can limit their capacity to fully support learners’ readiness for changing labour markets.

Key message

• IVET teachers remain highly committed but are operating under pressure. Strengthening recognition, improving working conditions and career prospects, and expanding targeted continuing professional development - particularly in inclusion, digitalisation, AI and green skills – are essential to sustain the profession. Ongoing reforms across Europe show growing recognition that investing in teachers is key to delivering high-quality, future-oriented VET.

Policy pointers

• Effective support for IVET teachers requires addressing structural conditions that constrain teaching capacity and system responsiveness.
• This includes developing more flexible and permeable pathways into VET teaching to strengthen links with industry expertise, reducing administrative burdens to allow greater focus on teaching and learner support, and embedding wellbeing, inclusion, digitalisation and sustainability more systematically within school leadership, governance and continuing professional development frameworks.
• At European level, further strengthening mobility schemes, peer learning networks and knowledge-sharing platforms would support innovation, professional exchange and the long-term adaptability and resilience of VET systems.