The first pilot findings from Cedefop's European Vocational Teacher Survey (EVTS) send a clear signal: Europe's VET teachers are under significant pressure — and the profession needs urgent attention. Drawing on responses from 735 teachers across 23 EU Member States, the EVTS provides the first systematic and comparable evidence on VET teachers' daily realities, giving Cedefop and policymakers across Europe the foundation they need to act.
Recognition and workforce challenges
VET teachers face a recognition crisis that threatens the profession's future. Only 9% believe society values their work and just 13% consider their salary adequate. This affects recruitment at a critical time when Member States face ageing teaching workforces and competition from private industry.
Nearly half of teachers have taken on additional responsibilities due to staff shortages. More than one-third report heavy administrative burdens. The result? One in three teachers feel their career progression has stalled.
Widespread wellbeing concerns
The data reveal troubling patterns:
60% report physical exhaustion and sleeping difficulties
42% often feel emotionally drained
Widespread stress-related symptoms including anxiety and cardiovascular issues.
These patterns point to a Europe-wide wellbeing crisis driven by heavy workloads, complex learner needs and limited recognition. Yet commitment remains strong. Where support systems exist, teachers respond positively: 35% find their work intellectually stimulating and 43% report access to professional development opportunities.
Meeting diverse student needs
Expectations are rising faster than support systems can adapt:
One in five teachers feel significantly unprepared to teach highly diverse groups
One in four need more training to identify vulnerable learners
Nearly one-third identify student misbehaviour, including bullying and violence, as a major concern
Digital and green skills gaps
As Europe accelerates its twin transition, teachers report significant preparedness gaps. Only around one-third feel ready to integrate sustainability into their teaching, whilst nearly 30% identify digital upskilling as a priority need.
The picture for artificial intelligence is similarly mixed. Whilst nearly one-third of teachers already use AI tools regularly in their work, an equal proportion lack confidence in identifying relevant applications or addressing ethical risks. Looking ahead, more than half expect intelligent systems to perform parts of teachers' work within the next decade.
What enables professional growth
The pilot findings reveal a crucial insight: organisational culture and daily working realities play a critical role in enabling teachers to adapt and grow. Professional development is driven less by formal training alone and more by:
Informal and self-directed learning
Supportive school environments
Favourable working conditions
A sense of professional accomplishment
Understanding what combination of these factors works — and where — is central to Cedefop's research agenda.
From teacher wellbeing to skills quality
These challenges directly affect learners' skills development and VET's labour market relevance. When teachers are overstretched or lack support, VET's capacity to reinforce essential competences weakens. In turn, this affects Europe's ability to deliver on the Green Deal and the Union of Skills strategy.
Drawing on its comparative monitoring role across EU Member States, Cedefop's EVTS data show countries responding in different ways: embedding digital and sustainability competences in teacher training, introducing mentoring programmes and strengthening school-workplace links.
From evidence to action
The 735-teacher pilot is only the starting point. The full EVTS is now underway, with VET teachers across Europe contributing their experiences to build the comprehensive, cross-national evidence base needed to shape effective support systems. Cedefop will publish the first full results in 2027 — providing policymakers with the detailed, comparable data required to design teacher support that is fit for Europe's green and digital future.
If you have been invited to take part in the EVTS, now is the time to contribute and help shape the future of VET teaching in Europe.