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.

By shedding light on the everyday realities of VET teachers, these pilot findings provide early insights, while the full EVTS results expected in 2027 are anticipated to show strong potential to inform EU and national policies aimed at strengthening and sustaining the teaching profession.

Facts and figures

• CPD matters, but quality and context matter more
  Participation in formal training supports professional growth, but informal learning (peer exchange, reflection, experimentation and feedback) has an even stronger influence. CPD is most effective when it is relevant to practice and recognised through qualifications or career opportunities.
• Professional growth depends on supportive working environments
  Teachers in schools with strong leadership, organisational commitment and learning cultures report higher professional development. Heavy workloads, limited time for training and weak institutional support hinder growth.
• Low recognition and weak attractiveness undermine the profession
  Only 9% of teachers feel their profession is valued by society and just 13% consider their salary adequate, affecting the attractiveness of VET teaching and recruitment efforts.
• Staff shortages, workload and wellbeing challenges limit development
  Nearly half of teachers (49%) take on additional responsibilities due to staff shortages, while administrative burdens and classroom demands reduce time for innovation and learning. Physical exhaustion and emotional strain are widespread and associated with lower professional development.
• Rising classroom complexity increases support needs
  Many teachers feel insufficiently prepared to teach diverse groups, support vulnerable learners and address growing behavioural challenges, highlighting the need for targeted professional learning.
• Digital, green and AI transitions are outpacing preparedness
  Digital engagement is the strongest driver of professional development, yet many teachers still need further training in digital, AI and sustainability-related competences.
• Teachers are central to learners’ future skills, but need stronger support
  VET teachers play a crucial role in developing learners’ basic, transversal and labour-market-relevant skills. To fulfil this role, investment in CPD must go hand in hand with better working conditions, dedicated learning time and organisational support.

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.