Building impactful and inclusive TVET ecosystems
A multiple-case study of challenges and co-designed actions in post-compulsory learning
Bibliographic Data
| ID | 22412286 |
|---|---|
| Authors | Agnieszka Zielińska (0000-0003-4266-5177, University of Bielsko-Biala Department of Management), Agnieszka Maria Zielińska (University of Bielsko-Biała), Dimitris Kokkinis (0009-0004-1984-7436, National and Kapodistrian University of Athens Department of Informatics and Telecommunications), Dimitris Katsianis (0000-0002-7094-4029, National and Kapodistrian University of Athens Department of Digital Industry Technologies) |
| Year | 2026 |
| Volume | 68 |
| Issue | 3 |
| Pages | 341-356 |
| Publication date | 2026-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Education + Training (JOURNAL) |
| Journal identifiers | ISSN: 0040-0912 • E-ISSN: 1758-6127 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/et-08-2025-0689 |
| OpenAlex | W7128510315 |
| Language | EN |
| References cited | 35 |
Purpose This study investigates how stakeholder ecosystems in seven medium-sized European cities co-design and implement inclusive Technical and Vocational Education and Training (TVET) and post-compulsory learning activities. It aims to identify key challenges, examine stakeholder engagement, and explore mechanisms that foster diversity and digital inclusion within evolving labour markets. Design/methodology/approach A qualitative multiple case study design was employed, drawing on the EU-funded projects in cities of Amarante (Portugal), Arezzo (Italy), Bielsko-Biala (Poland), Idrija (Slovenia), Larnaka (Cyprus), Trikala and Psachna (Greece). Integrated Action Plans, supplementary documents, and observations were analysed using a Quadruple Helix lens (QH) and Multi-level Logic Model. Triangulation across data sources ensured validity, while cross-case analysis identified recurrent mechanisms and emerging outcomes. Findings The study reveals comprehensive QH Ecosystems, with government, education, industry, and civil society actively involved. Across diverse contexts, interventions such as bootcamps, workshops, mentoring sessions, and micro-hackathons effectively addressed skills mismatches, supported underrepresented groups, and fostered digital inclusion. The findings indicate that bundled, multidimensional, practice-rich activities generate coherent, system-level outcomes compared with isolated interventions. Additionally, a multi-level TVET logic model is proposed to provide a comprehensive understanding of the pathways from co-design to outcomes and impact. Originality/value This study provides comparative empirical evidence on stakeholder-driven ecosystem approaches to inclusive TVET and post-compulsory education across European cities. By operationalising a multi-level TVET logic model and integrating Ecosystem Theory with contribution analysis, it advances both theoretical understanding and practical knowledge of how collaborative governance fosters inclusive and future-ready skills development.
Action (physics) · Action research · Corporate governance · Diversity (politics) · Inclusion (mineral) · Psychological intervention · Stakeholder · Vocational education · Educational Leadership and Innovation · Innovative Education and Learning Practices · University-Industry-Government Innovation Models
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Socio-economic inequality and academic match among post-compulsory education participants
Governance Networks in the Public Sector
Responsible innovation across societal sectors
Contribution analysis
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Skills for development and vocational education and training
From current to possible selves
Rural innovation and the green transition
| Highly cited | No |
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