“The Importance of Digitalization in Vocational Education and Training (VET)
In an era marked by rapid technological advancements and evolving labour market demands, the digital transformation of Vocational Education and Training (VET) has become a strategic priority at the European level. The European Commission, through a comprehensive policy framework, has underscored the significance of digitalization in modernizing and strengthening VET’s excellence, innovation capacity, and attractiveness. This framework includes initiatives such as the European Education Area, the Digital Education Action Plan (2021-2027), the Council Recommendation on the key enabling factors for successful digital education and training, the Council Recommendation on Vocational Education and Training, and the Osnabrück Declaration. These policy instruments and initiatives collectively emphasize the role of VET in equipping learners with the skills and knowledge needed to thrive in the digital economy, while also highlighting the importance of digital tools in enhancing the accessibility, flexibility, and inclusivity of VET programs.
Central to the digital transformation of VET is the upskilling and reskilling of teachers and trainers in the effective use of digital tools. The European Commission has emphasized the importance of empowering educators to confidently integrate digital technologies into their teaching practices. The Erasmus+ funded project “Di-struct! – Restructuring subjects by digitalizing VET” exemplifies this commitment by providing teachers with the necessary methodology, practical examples, and a curated list of digital tools tailored to different subjects. This project empowers educators to create engaging and effective online courses, thereby contributing to the modernization and digitalization of VET.
Complementing the project’s practical approach are the SELFIE (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies) self-assessment tools developed by the European Commission. SELFIE for Schools, SELFIE for Teachers, and SELFIE for Work-Based Learning (WBL) offer frameworks for institutions and educators to reflect on their strengths, identify areas for improvement, and chart a course toward effective integration of digital technologies. The insights gained from SELFIE self-assessments can further inform the utilization of the Di-struct! guidelines, enabling educators to tailor their approach based on their institution’s specific needs and digital capabilities.
The European Framework for the Digital Competence of Educators (DigCompEdu) provides a comprehensive framework for developing the digital pedagogical skills of educators. DigCompEdu outlines a set of competences across six areas, offering a roadmap for educators to enhance their digital literacy, communication and collaboration skills, digital content creation practices, assessment and feedback strategies, and their ability to foster digital learning environments. The Di-struct! project aligns with the goals of DigCompEdu by providing practical guidance and concrete examples of how to utilize digital tools in teaching. By utilizing the Di-struct! guidelines in conjunction with the DigCompEdu framework, educators can effectively enhance their digital pedagogical practices and contribute to the digital transformation of VET.
The inclusion of insights into the GAGNE and SAMR models further enriches the guidelines, offering valuable theoretical frameworks to guide teachers in their digital transformation journey. The translation of these guidelines into the partnership’s languages ensures accessibility for European teachers, promoting the widespread adoption of digital tools and practices in VET across the continent.
I am confident that these guidelines will serve as a valuable resource for VET teachers, enabling them to lead the way in this transformative journey to embrace digitalization and contribute to the excellence, innovation capacity, and attractiveness of VET in Europe.”
João Santos
Consultant on education and training, former senior expert at the European Commission
Lisbon 21 January 2025
The “Di-struct! – Restructuring subjects by digitalising VET” project, funded by the Erasmus+ Programme, focuses on equipping VET teachers with digital skills to transform how classes are delivered using ICT. The project arose from recognizing the urgency for development in education digitalization, as highlighted in European educational policy discussions. However, not all member states have taken concrete action to enable schools to provide education supported by digital tools. The COVID-19 pandemic and the subsequent surge in the use of remote learning and digital tools have underscored the need for VET teachers to acquire the necessary skills and knowledge to use technology effectively and responsibly in their teaching.
The Di-struct! project addresses this challenge by providing VET teachers with the skills and tools they need to digitise their lessons and make them more engaging for students. The project intends to bridge the gap between the recognized need for digitalization in VET and the lack of widespread adoption of digital tools and methodologies in classrooms across Europe.
Objectives of the Guidelines
These guidelines aim to:
- Improve the understanding among VET staff of available digital tools and approaches.
- Enhance teachers’ digital skills in terms of content creation.
- Illustrate the benefits of using Information and Communication Technologies (ICT) in VET.
- Provide an overview of the digital tools best suited for various VET disciplines.
- Offer practical examples of how to use digital tools to create innovative teaching content.
- Provide suggestions and advice for the design and implementation of effective digital lessons.
Context
Importance of Digitization in Education
In today’s rapidly evolving digital landscape, education is undergoing a significant transformation. Digitalization offers numerous benefits, including:
- Enhanced Learning Experiences: Digital tools can create more interactive and engaging learning environments, catering to the needs of today’s tech-savvy generation.
- Personalized Learning: Digital platforms enable customized learning experiences that cater to individual student needs and learning styles.
- Access to a Wider Range of Resources: Digitalization provides access to a vast array of online resources, expanding learning opportunities beyond traditional textbooks.
- Development of Essential 21st-Century Skills: Digital tools help students develop critical skills such as digital literacy, problem-solving, and collaboration, which are essential for success in the modern workforce.
Link to the E-Learning
These guidelines are designed to complement the Di-struct! E-Learning course, which provides VET teachers with a comprehensive overview of digital tools and methodologies. The E-Learning course covers topics such as gamification, interactive presentations, online boards, interactive games, content creation, educational resources, Learning Management Systems, and online collaboration tools. To explore E-learning, the first step is filling this form to get the credential to access.
The guidelines will provide practical examples and specific instructions on how to apply the concepts learned in the E-Learning course to different VET disciplines.
Impact on Teaching Methods
Digitalization has a profound impact on teaching methods, encouraging a shift from traditional, teacher-centered approaches to more student-centered and interactive learning experiences. Digital tools enable teachers to:
- Create more dynamic and engaging lessons.
- Facilitate active learning and student participation.
- Provide personalized feedback and support.
- Promote collaboration and peer learning.
By embracing digital tools and adapting their teaching methods, teachers can create more effective and relevant learning experiences for their students.
Prepare Teachers for the Future of Education
The rapid advancements in technology are transforming the educational landscape. Digitalization is no longer a trend but a fundamental aspect of modern education. By acquiring the necessary digital skills and embracing innovative teaching methodologies, teachers can prepare themselves for the future of education and empower their students to thrive in a digital world.
Each section of the guidelines will be dedicated to a specific VET discipline. Each section will include the following elements:
- Introduction to the discipline and its specific digitalization needs.
- Recommended digital tools with descriptions, benefits, suggested target, if an installation on the laptop is required or not, usage examples, and the link to use it.
- Concrete examples of digitization in professional fields. Please note that the examples of digitization in professional fields contain documents or external links which may not be in your mother tongue. These documents are for information purposes, to show you how the teaching content is structured.
- Best practices for digitizing content, including needs analysis, tool selection, content adaptation, and implementation strategies.
- Methodology: Step-by-step instructions on how to structure and digitalize content effectively.
- Description and comparison of the SAMR and Gagné models, including examples and their relevance to digital content creation.
- Conclusion: Summary of key takeaways and recommendations for further exploration.
- Tips and comments from teachers, sharing real-life experiences and practical advice.
The Di-struct! project and these guidelines are committed to supporting VET teachers on their journey towards digitalization, empowering them to create engaging and innovative learning experiences for their students and contribute to the advancement of VET in Europe.
Benefits for teachers and students
- Increased accessibility of educational material that can be consulted synchronously or asynchronously by students, particularly in different learning situations (FEST = training outside the walls of the CFA, students with phobia or dropping out of school, students with special needs). This accessibility also makes it possible to make the courses accessible in the event of student absences.
- Inclusion of special needs: new technologies also make the transposition of our courses more simple for students with disabilities (voice reading, subtitles, possibility of switching content to dys mode).
- Pedagogical differentiation: digital educational content then makes it possible to adapt to the level of apprentices and avoid boredom for those with a high level and on the contrary discouragement for those with a lower level. AIs adapted to existing tools thus make it possible to quickly target the level reached in an exercise such as Quizlet and adapt to the participant. Some tools also offer feedback that can be easily used by the teacher, who will be able to adapt the next lesson according to the results obtained.
- Engaging and interactive content: the idea is not to multiply the tools in a senseless and thoughtless way, but some of them, extremely simple in their use, can bring dynamism and a necessary bounce back in the classroom. Especially in the case of a virtual classroom where the students’ attention is all the more of an issue.
- Efficiency and time saving: finally, familiarization with these tools allows you to gain in efficiency and therefore to save time in your pedagogical practice (to be reused elsewhere on a more personalized support for apprentices or other). Once you get the hang of it, the digital tool can therefore facilitate the teacher’s work by allowing them to reuse canvases that have already been established or by updating them.
Other benefits can be mentioned¹:
¹ How Technology is Changing Education? The Journey from Whiteboard to Keyboard https://www.apogaeis.com/blog/how-technology-is-changing-education-the-journey-from-whiteboard-to-keyboard/
Impact on teaching methods
Prepare teachers for the future of education (adaptation to digital environments, collaborative tools, etc.) and the evolution of society in general.
It is also a question of meeting the requirements of the labour market in which our apprentices are engaged. Mastery of software, use of collaborative tools, online tools – including in remote fields at the base of digital technology. Putting them in contact with digital technology as soon as possible also promotes their adaptability to future technological developments related to their professional field.
The school thus connects more to the professional world. Digital technology allows apprentices to get into the swing of their future professional practice and to project themselves.
The skills mobilized are also transversal and transferable to other fields. Learn to work remotely, learn to manage a schedule, encourage autonomy and critical thinking.
Opening up pedagogy to digital technology finally allows us to question the best practices to adopt, to promote an ethics of this use among our apprentices. This generally contributes to the formation of responsible citizens, aware of the ethical issues of digital technology.
Autonomy of future citizens after the school system. Teaching also means thinking about the + distant future of our apprentices and encouraging them to always improve their skills. Digital technology also plays a role in this evolution.
– New Gen-Z and Alpha methodology?
Gen Z (1997-2012) Gen Alpha (post 2013), globally the “digital natives”. Generations more used to short, dynamic and interactive content. They use social media on a daily basis, so the pedagogy going digital “speaks” to them more. Digital technology therefore represents an interesting learning lever to be mobilized for the commitment, interest and motivation of these apprentices who appreciate autonomy and interactivity.
To go further:
- EU support for the digitalisation of schools; 2023 (English version only)
- Digital Education Action Plan (2021-2027); (English version)
- How Technology is Changing Education? The Journey from Whiteboard to Keyboard
The chapter of ” Why digitalize educational content?” focused on the students’ benefits of digitally enhanced lessons, in other words you can understand the WHY. In this chapter, we introduce you to the HOW and present two models for digitizing lessons that you can use easily and effectively in your everyday teaching practice. Both are closely linked to the findings and outcomes of the project. These two models are SAMR and Gagné’s Nine Events of Instruction. But whichever one you use, your pedagogical goal always must be to find the right tools for your learners. To develop the right learner focused technology integration, you have to think about a few key questions:
- How can Your lesson be improved using technology?
- How can You engage and empower students through technology?
- How can digitally enhanced learning closely resemble authentic, real-world learning?
SAMR – the model for understanding the right integration of technology and EdTech
The model, which has been in use since the mid-1990s, is based on the fact that there are different stages of integration of digital tools and technologies in education. It is a hierarchical model, which assumes that there is a clear qualitative difference between each level and that moving from one level to another needs teaching/learning pedagogical innovation for the institution, teacher, and student group (class).
Furthermore, the model states that the educational integration of technology at each level depends on the level of teachers’ and learners’ digital pedagogical and learning competences and knowledge of using EdTech tools, the scale of their application (what they are used for: digital content, online learning, knowledge assessment, communication between the stakeholders, active cooperative learning, etc.) and, last but not least, the development level of the institutional (school) policy, practices and culture (innovative open educational supportive climate) that support the EdTech integration into the teaching and learning process.
Let’s see the four hierarchical levels of technology integration:
S – Substitution. Technology just replaces a traditional teaching activity and/or material in the educational practice without a significant methodological change. This could be the use of digital presentation tools instead of writing on a blackboard, the use of pdf, e-book instead of the traditional textbook, or even an online test and posting online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. If you have only been teaching with classical tools, this could be a good start to integrate EdTech tools into your teaching practice.
A – Augmentation. In comparison to simple substitution, the use of technology in education at this level means extending the learning process with digital tools that support learner interactivity and involvement. The use of technology gives an opportunity for interactivity, learner feedback, and active involvement of the learner in the learning process, but the use of traditional methodology is typical. An example could be, when students receive immediate feedback on their performance from the teacher or peers, for example using Kahoot, LearningApp, or Quizizz. However using a Padlet also allows for active learner engagement.
In the first two levels, the integration of EdTech can improve student engagement by making learning more fun and playful, but in the longer term, if we don’t change the tools we use, this motivation improvement may disappear.
M – Modification. At this level, EdTech tools allow us to change the teaching and learning process, to change the roles of the teachers and learners, thus improving skills to make the learning flexible and meet the learning needs of the students. It allows the development of 21st century competencies too. These could be the implementation of online or blended/hybrid project activities, where learners can work independently, in groups online, research, find information, and think together to create a subject-specific product while developing important skills.
R – Redefinition. At this level a complete rethinking of teachers’ work and activities, change in the content and learning processes, with the integration of technology for learning are taking place. This enables learners to learn through solving creative problems that were not possible before. Using VR and AR, virtual work placements (even international ones) can be implemented. Technology also provides opportunities to bring authentic audiences into the virtual classroom. Students can tackle local problems and invite members of the community to assess their digital proposals.
Gagné’s model for increasing learning engagement of the students
The following model is an excellent way of enriching a teaching module, a lesson, or a learning unit, by using an EdTech tool and thus improving the learning motivation and experience of the learners. The basis of this extremely usable model in practice is to identify the points of the learning process where the learner’s learning motivation can be influenced using traditional and/or digital tools. Although originally Gagné did not develop the model for enriching learning/teaching with the use of digital tools, the model is perfectly suited for this purpose. What is important for 21st century education is what EdTech tools can be found to influence learner effectiveness at these points of stimulation identified by Gagné. The tools need to fit the learning behaviours and needs of learners in the 21st century, so they need to be EdTech tools as well.
Using the model, you, as a teacher must identify to stimulate the learners’ motivation on the following points during the learning process:
- Gain attention – Get the students primed and focused, so they are ready to learn the topic at hand. Use animations, videos, interactive stuff & games, VR/AR tools, and give them tasks
- Inform learners of objectives. –Tell students what they will learn during the lesson to get them in the proper state of mind so they can anticipate what they will need to do afterward. Use visual communication tools, like Canva; LMS Tools, like Moodle, Google Classroom, Blackboard; Goal-Setting Apps, like Trello,
- Stimulate recall of prior learning – Prime students for learning new material by refreshing their memories of prior-learned content. Use Kahoot, Quizlet, Quizzes, Baamboozle, flashcards, or any other quiz tool (stand-alone or integrated with any LMS system)
- Present the content – Once the environment is ready and students are receptive and primed, it is time to teach the applicable lesson. Use video platforms, Edpuzzle (interactive video), TED-Ed; Interactive presentations, like Genially, SlideShare, Haiku Deck, Interactive/digital eBooks, and customizable LMS, like Moodle
- Provide “learning guidance” – Explain clearly to students what is expected for them to understand and any instructions needed to achieve successful outcomes. Use guided practice tools, like Khan Academy, PhET Interactive Simulations; Real-Time Feedback: Classkick, Formative; Digital Note-Taking: Evernote, Notion, OneNote, and AI Tutors
- Elicit performance (practice) – Instruct students to practice or demonstrate their newfound knowledge so it can be assessed. Use Interactive exercises, simulations, digital labs, and games to practice. H5P (interactive content creation), Kahoot, Mentimeter, online project collaboration tools, like Google Workspace (Docs, Sheets, Slides), Microsoft Teams, and/or customised LMS, like Moodle.
- Provide feedback – Offer immediate feedback on student tasks that is personalized, constructive, and positive. Use online/blended/hybrid tools for peer/group/teacher feedback;
- Assess performance- Conduct a comprehensive assessment to determine how well students met their learning objectives so learning gaps can be addressed. Use Kahoot, Quizlet, Quizzes, Baamboozle, flashcards, or any other quiz tool (stand-alone or integrated with any LMS system). Adaptive Testing Tools, H5P, and Game-Based Assessments, like Minecraft Education Edition, ClassDojo, Digital Portfolios: Seesaw, and Google Sites.
- Enhance retention and transfer – Teachers should do everything possible to help students retain the information they worked so hard to learn and give them chances to personalize their learned experience to apply it to their own life or job. Use Scenario-Based VR Tools, simulations (OpenSimulator), E-Portfolios, Real-Life Applications like Google Earth (geography projects), Wolfram Alpha (real-world math/science).
Further readings
The Di-Struct project has demonstrated that digitalization in Vocational Education and Training (VET) is not just an option but a necessity for modern teaching. By integrating digital tools, interactive methodologies, and adaptive learning strategies, educators can significantly enhance student engagement, accessibility, and skill acquisition.
Moreover, digital tools play a crucial role in lifelong learning, enabling both teachers and students to continuously update their knowledge and competencies in an ever-evolving technological and professional landscape.
In this context, digital resources not only facilitate the learning process but also help educators stay aligned with industry advancements, ensuring that vocational training remains relevant and effective.
However, this transformation requires a structured approach, ongoing experimentation, and strong institutional support to maximize the benefits of digital education.
Key Insights from the Testing Phase
- Digitalization increases engagement, but balance is key
- Tools like LearningApps, Kahoot, Wooclap, and Microsoft Whiteboard enhanced student participation, making lessons more interactive.
- However, excessive or unstructured use of digital tools can overwhelm students and teachers, making it crucial to carefully align technology with learning objectives.
- Personalization and accessibility improve learning outcomes
- Digital resources help accommodate different learning paces, special needs, and remote learning situations.
- AI-based tools such as Quizlet and adaptive learning platforms can tailor lessons to individual proficiency levels.
- Blended learning and interdisciplinary approaches work best
- The most successful lesson plans combined digital activities with traditional, hands-on experiences—particularly effective in fields like Culinary Technology, 3D Engineering, and Business and Databases.
- Interdisciplinary collaboration, such as integrating business management with IT applications, helped students make real-world connections between different fields.
- Flipped classrooms require gradual implementation
- Providing students with digital resources before class (e.g., OER videos) was beneficial, but many saw it as extra homework.
- Schools should cultivate a flipped learning culture by guiding students on how to engage with pre-class content.
- Teacher training and collaboration are essential
- Many teachers faced digital literacy challenges and resistance to new tools. However, peer learning and structured training programs improved confidence and innovation in lesson planning.
- Collaborative tools like Miro, Microsoft Teams, and Padlet facilitated teamwork among educators, leading to co-creation of high-quality digital content.
- Challenges remain in infrastructure and digital dependency
- Over-reliance on cloud-based tools poses risks, such as data loss due to platform changes.
- Unequal internet access and device availability created digital divides, requiring backup strategies for offline learning.
Frameworks for Digital Integration
Integrating digital tools into vocational education requires not only technical proficiency but also a well-structured pedagogical approach. The implementation of digital resources must be guided by clear educational objectives, ensuring that technology enhances, rather than replaces, effective teaching strategies.
The adoption of pedagogical models, such as the SAMR Model and Gagné’s Nine Events of Instruction, provides a structured framework that helps educators integrate technology at different levels, from basic substitution to complete redefinition of learning experiences. These models encourage a strategic and thoughtful use of digital tools, ensuring that learning remains engaging, interactive, and aligned with students’ needs. By following such structured methodologies, teachers can create digital lessons that foster student autonomy, critical thinking, and practical application of knowledge, ultimately improving learning outcomes in VET education.
Looking Ahead: A Sustainable Digital Strategy
For VET institutions to fully leverage digital transformation, future efforts should focus on:
Continuous Professional Development: Regular training for teachers on emerging EdTech tools and digital pedagogy.
Structured Digital Learning Strategies: Establishing clear digital policies to balance online and offline learning.
Scalability & Infrastructure Investments: Ensuring internet accessibility, device availability, and long-term digital sustainability.
AI & Emerging Technologies: Exploring Artificial Intelligence for adaptive learning, Virtual Reality (VR) for immersive training, and gamification for motivation.
While digital tools offer numerous advantages, their integration requires teachers to overcome challenges such as adapting to new technologies, managing digital distractions, and rethinking traditional pedagogical strategies. Future training programs should focus not only on digital skills but also on change management and pedagogical adaptation.
The integration of generative AI tools enables teachers to harness this technology to design innovative teaching activities that leverage digital resources while adhering to established pedagogical methodologies. Generative AI proves valuable in both the brainstorming phase—helping educators explore creative approaches and refine learning objectives—and the production of high-quality teaching materials.
As we integrate AI and digital tools into education, it is crucial to ensure ethical use, data privacy protection, and a balance between digital and human interaction to maintain student well-being.
By streamlining content creation and ensuring alignment with effective teaching strategies, AI empowers educators to develop engaging, structured, and pedagogically sound learning experiences that enhance student participation and comprehension.
Final Thoughts
Digital transformation in VET is an evolving process that requires experimentation, adaptability, and collaboration. The Di-Struct project has laid a strong foundation for integrating technology in vocational education, but the key to long-term success lies in continuous learning, iterative refinement, and institutional commitment.
The recommendations and guidelines produced by the Di-Struct project must be continuously adapted and expanded to keep pace with the rapid evolution of digital technologies in education. As new tools, methodologies, and AI-powered innovations emerge, it is essential for educators and institutions to remain flexible, reassess their strategies, and ensure that digital transformation aligns with both pedagogical best practices and the evolving needs of students and industries.
By embracing digital tools strategically and responsibly, educators can empower students with 21st-century skills, preparing them for a workforce that increasingly demands digital proficiency, adaptability, and interdisciplinary problem-solving abilities.
If you would like to explore the E-learning “VET going digital” it is possible by filling this short form: https://www.di-struct.eu/elearning/
An email with the instructions and the credentials will be sent to access e-learning a few days later.
If you would like to use the template of the learning material shared to VET teachers to get your lessons more digital, you can:
- Download this learning unit template and develop your new lesson plan
- Use this Miro board: after testing your new lesson plan with your students, create a similar board to think about what worked, what didn’t, how effective they were, how students responded and what could be improved.
Please explore the Miro board and the VET schools involved as an example.
“The Importance of Digitalization in Vocational Education and Training (VET)
In an era marked by rapid technological advancements and evolving labour market demands, the digital transformation of Vocational Education and Training (VET) has become a strategic priority at the European level. The European Commission, through a comprehensive policy framework, has underscored the significance of digitalization in modernizing and strengthening VET’s excellence, innovation capacity, and attractiveness. This framework includes initiatives such as the European Education Area, the Digital Education Action Plan (2021-2027), the Council Recommendation on the key enabling factors for successful digital education and training, the Council Recommendation on Vocational Education and Training, and the Osnabrück Declaration. These policy instruments and initiatives collectively emphasize the role of VET in equipping learners with the skills and knowledge needed to thrive in the digital economy, while also highlighting the importance of digital tools in enhancing the accessibility, flexibility, and inclusivity of VET programs.
Central to the digital transformation of VET is the upskilling and reskilling of teachers and trainers in the effective use of digital tools. The European Commission has emphasized the importance of empowering educators to confidently integrate digital technologies into their teaching practices. The Erasmus+ funded project “Di-struct! – Restructuring subjects by digitalizing VET” exemplifies this commitment by providing teachers with the necessary methodology, practical examples, and a curated list of digital tools tailored to different subjects. This project empowers educators to create engaging and effective online courses, thereby contributing to the modernization and digitalization of VET.
Complementing the project’s practical approach are the SELFIE (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies) self-assessment tools developed by the European Commission. SELFIE for Schools, SELFIE for Teachers, and SELFIE for Work-Based Learning (WBL) offer frameworks for institutions and educators to reflect on their strengths, identify areas for improvement, and chart a course toward effective integration of digital technologies. The insights gained from SELFIE self-assessments can further inform the utilization of the Di-struct! guidelines, enabling educators to tailor their approach based on their institution’s specific needs and digital capabilities.
The European Framework for the Digital Competence of Educators (DigCompEdu) provides a comprehensive framework for developing the digital pedagogical skills of educators. DigCompEdu outlines a set of competences across six areas, offering a roadmap for educators to enhance their digital literacy, communication and collaboration skills, digital content creation practices, assessment and feedback strategies, and their ability to foster digital learning environments. The Di-struct! project aligns with the goals of DigCompEdu by providing practical guidance and concrete examples of how to utilize digital tools in teaching. By utilizing the Di-struct! guidelines in conjunction with the DigCompEdu framework, educators can effectively enhance their digital pedagogical practices and contribute to the digital transformation of VET.
The inclusion of insights into the GAGNE and SAMR models further enriches the guidelines, offering valuable theoretical frameworks to guide teachers in their digital transformation journey. The translation of these guidelines into the partnership’s languages ensures accessibility for European teachers, promoting the widespread adoption of digital tools and practices in VET across the continent.
I am confident that these guidelines will serve as a valuable resource for VET teachers, enabling them to lead the way in this transformative journey to embrace digitalization and contribute to the excellence, innovation capacity, and attractiveness of VET in Europe.”
João Santos
Consultant on education and training, former senior expert at the European Commission
Lisbon 21 January 2025
The “Di-struct! – Restructuring subjects by digitalising VET” project, funded by the Erasmus+ Programme, focuses on equipping VET teachers with digital skills to transform how classes are delivered using ICT. The project arose from recognizing the urgency for development in education digitalization, as highlighted in European educational policy discussions. However, not all member states have taken concrete action to enable schools to provide education supported by digital tools. The COVID-19 pandemic and the subsequent surge in the use of remote learning and digital tools have underscored the need for VET teachers to acquire the necessary skills and knowledge to use technology effectively and responsibly in their teaching.
The Di-struct! project addresses this challenge by providing VET teachers with the skills and tools they need to digitise their lessons and make them more engaging for students. The project intends to bridge the gap between the recognized need for digitalization in VET and the lack of widespread adoption of digital tools and methodologies in classrooms across Europe.
Objectives of the Guidelines
These guidelines aim to:
- Improve the understanding among VET staff of available digital tools and approaches.
- Enhance teachers’ digital skills in terms of content creation.
- Illustrate the benefits of using Information and Communication Technologies (ICT) in VET.
- Provide an overview of the digital tools best suited for various VET disciplines.
- Offer practical examples of how to use digital tools to create innovative teaching content.
- Provide suggestions and advice for the design and implementation of effective digital lessons.
Context
Importance of Digitization in Education
In today’s rapidly evolving digital landscape, education is undergoing a significant transformation. Digitalization offers numerous benefits, including:
- Enhanced Learning Experiences: Digital tools can create more interactive and engaging learning environments, catering to the needs of today’s tech-savvy generation.
- Personalized Learning: Digital platforms enable customized learning experiences that cater to individual student needs and learning styles.
- Access to a Wider Range of Resources: Digitalization provides access to a vast array of online resources, expanding learning opportunities beyond traditional textbooks.
- Development of Essential 21st-Century Skills: Digital tools help students develop critical skills such as digital literacy, problem-solving, and collaboration, which are essential for success in the modern workforce.
Link to the E-Learning
These guidelines are designed to complement the Di-struct! E-Learning course, which provides VET teachers with a comprehensive overview of digital tools and methodologies. The E-Learning course covers topics such as gamification, interactive presentations, online boards, interactive games, content creation, educational resources, Learning Management Systems, and online collaboration tools. To explore E-learning, the first step is filling this form to get the credential to access.
The guidelines will provide practical examples and specific instructions on how to apply the concepts learned in the E-Learning course to different VET disciplines.
Impact on Teaching Methods
Digitalization has a profound impact on teaching methods, encouraging a shift from traditional, teacher-centered approaches to more student-centered and interactive learning experiences. Digital tools enable teachers to:
- Create more dynamic and engaging lessons.
- Facilitate active learning and student participation.
- Provide personalized feedback and support.
- Promote collaboration and peer learning.
By embracing digital tools and adapting their teaching methods, teachers can create more effective and relevant learning experiences for their students.
Prepare Teachers for the Future of Education
The rapid advancements in technology are transforming the educational landscape. Digitalization is no longer a trend but a fundamental aspect of modern education. By acquiring the necessary digital skills and embracing innovative teaching methodologies, teachers can prepare themselves for the future of education and empower their students to thrive in a digital world.
Each section of the guidelines will be dedicated to a specific VET discipline. Each section will include the following elements:
- Introduction to the discipline and its specific digitalization needs.
- Recommended digital tools with descriptions, benefits, suggested target, if an installation on the laptop is required or not, usage examples, and the link to use it.
- Concrete examples of digitization in professional fields. Please note that the examples of digitization in professional fields contain documents or external links which may not be in your mother tongue. These documents are for information purposes, to show you how the teaching content is structured.
- Best practices for digitizing content, including needs analysis, tool selection, content adaptation, and implementation strategies.
- Methodology: Step-by-step instructions on how to structure and digitalize content effectively.
- Description and comparison of the SAMR and Gagné models, including examples and their relevance to digital content creation.
- Conclusion: Summary of key takeaways and recommendations for further exploration.
- Tips and comments from teachers, sharing real-life experiences and practical advice.
The Di-struct! project and these guidelines are committed to supporting VET teachers on their journey towards digitalization, empowering them to create engaging and innovative learning experiences for their students and contribute to the advancement of VET in Europe.
Benefits for teachers and students
- Increased accessibility of educational material that can be consulted synchronously or asynchronously by students, particularly in different learning situations (FEST = training outside the walls of the CFA, students with phobia or dropping out of school, students with special needs). This accessibility also makes it possible to make the courses accessible in the event of student absences.
- Inclusion of special needs: new technologies also make the transposition of our courses more simple for students with disabilities (voice reading, subtitles, possibility of switching content to dys mode).
- Pedagogical differentiation: digital educational content then makes it possible to adapt to the level of apprentices and avoid boredom for those with a high level and on the contrary discouragement for those with a lower level. AIs adapted to existing tools thus make it possible to quickly target the level reached in an exercise such as Quizlet and adapt to the participant. Some tools also offer feedback that can be easily used by the teacher, who will be able to adapt the next lesson according to the results obtained.
- Engaging and interactive content: the idea is not to multiply the tools in a senseless and thoughtless way, but some of them, extremely simple in their use, can bring dynamism and a necessary bounce back in the classroom. Especially in the case of a virtual classroom where the students’ attention is all the more of an issue.
- Efficiency and time saving: finally, familiarization with these tools allows you to gain in efficiency and therefore to save time in your pedagogical practice (to be reused elsewhere on a more personalized support for apprentices or other). Once you get the hang of it, the digital tool can therefore facilitate the teacher’s work by allowing them to reuse canvases that have already been established or by updating them.
Other benefits can be mentioned¹:
¹ How Technology is Changing Education? The Journey from Whiteboard to Keyboard https://www.apogaeis.com/blog/how-technology-is-changing-education-the-journey-from-whiteboard-to-keyboard/
Impact on teaching methods
Prepare teachers for the future of education (adaptation to digital environments, collaborative tools, etc.) and the evolution of society in general.
It is also a question of meeting the requirements of the labour market in which our apprentices are engaged. Mastery of software, use of collaborative tools, online tools – including in remote fields at the base of digital technology. Putting them in contact with digital technology as soon as possible also promotes their adaptability to future technological developments related to their professional field.
The school thus connects more to the professional world. Digital technology allows apprentices to get into the swing of their future professional practice and to project themselves.
The skills mobilized are also transversal and transferable to other fields. Learn to work remotely, learn to manage a schedule, encourage autonomy and critical thinking.
Opening up pedagogy to digital technology finally allows us to question the best practices to adopt, to promote an ethics of this use among our apprentices. This generally contributes to the formation of responsible citizens, aware of the ethical issues of digital technology.
Autonomy of future citizens after the school system. Teaching also means thinking about the + distant future of our apprentices and encouraging them to always improve their skills. Digital technology also plays a role in this evolution.
– New Gen-Z and Alpha methodology?
Gen Z (1997-2012) Gen Alpha (post 2013), globally the “digital natives”. Generations more used to short, dynamic and interactive content. They use social media on a daily basis, so the pedagogy going digital “speaks” to them more. Digital technology therefore represents an interesting learning lever to be mobilized for the commitment, interest and motivation of these apprentices who appreciate autonomy and interactivity.
To go further:
- EU support for the digitalisation of schools; 2023 (English version only)
- Digital Education Action Plan (2021-2027); (English version)
- How Technology is Changing Education? The Journey from Whiteboard to Keyboard
The chapter of ” Why digitalize educational content?” focused on the students’ benefits of digitally enhanced lessons, in other words you can understand the WHY. In this chapter, we introduce you to the HOW and present two models for digitizing lessons that you can use easily and effectively in your everyday teaching practice. Both are closely linked to the findings and outcomes of the project. These two models are SAMR and Gagné’s Nine Events of Instruction. But whichever one you use, your pedagogical goal always must be to find the right tools for your learners. To develop the right learner focused technology integration, you have to think about a few key questions:
- How can Your lesson be improved using technology?
- How can You engage and empower students through technology?
- How can digitally enhanced learning closely resemble authentic, real-world learning?
SAMR – the model for understanding the right integration of technology and EdTech
The model, which has been in use since the mid-1990s, is based on the fact that there are different stages of integration of digital tools and technologies in education. It is a hierarchical model, which assumes that there is a clear qualitative difference between each level and that moving from one level to another needs teaching/learning pedagogical innovation for the institution, teacher, and student group (class).
Furthermore, the model states that the educational integration of technology at each level depends on the level of teachers’ and learners’ digital pedagogical and learning competences and knowledge of using EdTech tools, the scale of their application (what they are used for: digital content, online learning, knowledge assessment, communication between the stakeholders, active cooperative learning, etc.) and, last but not least, the development level of the institutional (school) policy, practices and culture (innovative open educational supportive climate) that support the EdTech integration into the teaching and learning process.
Let’s see the four hierarchical levels of technology integration:
S – Substitution. Technology just replaces a traditional teaching activity and/or material in the educational practice without a significant methodological change. This could be the use of digital presentation tools instead of writing on a blackboard, the use of pdf, e-book instead of the traditional textbook, or even an online test and posting online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. If you have only been teaching with classical tools, this could be a good start to integrate EdTech tools into your teaching practice.
A – Augmentation. In comparison to simple substitution, the use of technology in education at this level means extending the learning process with digital tools that support learner interactivity and involvement. The use of technology gives an opportunity for interactivity, learner feedback, and active involvement of the learner in the learning process, but the use of traditional methodology is typical. An example could be, when students receive immediate feedback on their performance from the teacher or peers, for example using Kahoot, LearningApp, or Quizizz. However using a Padlet also allows for active learner engagement.
In the first two levels, the integration of EdTech can improve student engagement by making learning more fun and playful, but in the longer term, if we don’t change the tools we use, this motivation improvement may disappear.
M – Modification. At this level, EdTech tools allow us to change the teaching and learning process, to change the roles of the teachers and learners, thus improving skills to make the learning flexible and meet the learning needs of the students. It allows the development of 21st century competencies too. These could be the implementation of online or blended/hybrid project activities, where learners can work independently, in groups online, research, find information, and think together to create a subject-specific product while developing important skills.
R – Redefinition. At this level a complete rethinking of teachers’ work and activities, change in the content and learning processes, with the integration of technology for learning are taking place. This enables learners to learn through solving creative problems that were not possible before. Using VR and AR, virtual work placements (even international ones) can be implemented. Technology also provides opportunities to bring authentic audiences into the virtual classroom. Students can tackle local problems and invite members of the community to assess their digital proposals.
Gagné’s model for increasing learning engagement of the students
The following model is an excellent way of enriching a teaching module, a lesson, or a learning unit, by using an EdTech tool and thus improving the learning motivation and experience of the learners. The basis of this extremely usable model in practice is to identify the points of the learning process where the learner’s learning motivation can be influenced using traditional and/or digital tools. Although originally Gagné did not develop the model for enriching learning/teaching with the use of digital tools, the model is perfectly suited for this purpose. What is important for 21st century education is what EdTech tools can be found to influence learner effectiveness at these points of stimulation identified by Gagné. The tools need to fit the learning behaviours and needs of learners in the 21st century, so they need to be EdTech tools as well.
Using the model, you, as a teacher must identify to stimulate the learners’ motivation on the following points during the learning process:
- Gain attention – Get the students primed and focused, so they are ready to learn the topic at hand. Use animations, videos, interactive stuff & games, VR/AR tools, and give them tasks
- Inform learners of objectives. –Tell students what they will learn during the lesson to get them in the proper state of mind so they can anticipate what they will need to do afterward. Use visual communication tools, like Canva; LMS Tools, like Moodle, Google Classroom, Blackboard; Goal-Setting Apps, like Trello,
- Stimulate recall of prior learning – Prime students for learning new material by refreshing their memories of prior-learned content. Use Kahoot, Quizlet, Quizzes, Baamboozle, flashcards, or any other quiz tool (stand-alone or integrated with any LMS system)
- Present the content – Once the environment is ready and students are receptive and primed, it is time to teach the applicable lesson. Use video platforms, Edpuzzle (interactive video), TED-Ed; Interactive presentations, like Genially, SlideShare, Haiku Deck, Interactive/digital eBooks, and customizable LMS, like Moodle
- Provide “learning guidance” – Explain clearly to students what is expected for them to understand and any instructions needed to achieve successful outcomes. Use guided practice tools, like Khan Academy, PhET Interactive Simulations; Real-Time Feedback: Classkick, Formative; Digital Note-Taking: Evernote, Notion, OneNote, and AI Tutors
- Elicit performance (practice) – Instruct students to practice or demonstrate their newfound knowledge so it can be assessed. Use Interactive exercises, simulations, digital labs, and games to practice. H5P (interactive content creation), Kahoot, Mentimeter, online project collaboration tools, like Google Workspace (Docs, Sheets, Slides), Microsoft Teams, and/or customised LMS, like Moodle.
- Provide feedback – Offer immediate feedback on student tasks that is personalized, constructive, and positive. Use online/blended/hybrid tools for peer/group/teacher feedback;
- Assess performance- Conduct a comprehensive assessment to determine how well students met their learning objectives so learning gaps can be addressed. Use Kahoot, Quizlet, Quizzes, Baamboozle, flashcards, or any other quiz tool (stand-alone or integrated with any LMS system). Adaptive Testing Tools, H5P, and Game-Based Assessments, like Minecraft Education Edition, ClassDojo, Digital Portfolios: Seesaw, and Google Sites.
- Enhance retention and transfer – Teachers should do everything possible to help students retain the information they worked so hard to learn and give them chances to personalize their learned experience to apply it to their own life or job. Use Scenario-Based VR Tools, simulations (OpenSimulator), E-Portfolios, Real-Life Applications like Google Earth (geography projects), Wolfram Alpha (real-world math/science).
Further readings
The Di-Struct project has demonstrated that digitalization in Vocational Education and Training (VET) is not just an option but a necessity for modern teaching. By integrating digital tools, interactive methodologies, and adaptive learning strategies, educators can significantly enhance student engagement, accessibility, and skill acquisition.
Moreover, digital tools play a crucial role in lifelong learning, enabling both teachers and students to continuously update their knowledge and competencies in an ever-evolving technological and professional landscape.
In this context, digital resources not only facilitate the learning process but also help educators stay aligned with industry advancements, ensuring that vocational training remains relevant and effective.
However, this transformation requires a structured approach, ongoing experimentation, and strong institutional support to maximize the benefits of digital education.
Key Insights from the Testing Phase
- Digitalization increases engagement, but balance is key
- Tools like LearningApps, Kahoot, Wooclap, and Microsoft Whiteboard enhanced student participation, making lessons more interactive.
- However, excessive or unstructured use of digital tools can overwhelm students and teachers, making it crucial to carefully align technology with learning objectives.
- Personalization and accessibility improve learning outcomes
- Digital resources help accommodate different learning paces, special needs, and remote learning situations.
- AI-based tools such as Quizlet and adaptive learning platforms can tailor lessons to individual proficiency levels.
- Blended learning and interdisciplinary approaches work best
- The most successful lesson plans combined digital activities with traditional, hands-on experiences—particularly effective in fields like Culinary Technology, 3D Engineering, and Business and Databases.
- Interdisciplinary collaboration, such as integrating business management with IT applications, helped students make real-world connections between different fields.
- Flipped classrooms require gradual implementation
- Providing students with digital resources before class (e.g., OER videos) was beneficial, but many saw it as extra homework.
- Schools should cultivate a flipped learning culture by guiding students on how to engage with pre-class content.
- Teacher training and collaboration are essential
- Many teachers faced digital literacy challenges and resistance to new tools. However, peer learning and structured training programs improved confidence and innovation in lesson planning.
- Collaborative tools like Miro, Microsoft Teams, and Padlet facilitated teamwork among educators, leading to co-creation of high-quality digital content.
- Challenges remain in infrastructure and digital dependency
- Over-reliance on cloud-based tools poses risks, such as data loss due to platform changes.
- Unequal internet access and device availability created digital divides, requiring backup strategies for offline learning.
Frameworks for Digital Integration
Integrating digital tools into vocational education requires not only technical proficiency but also a well-structured pedagogical approach. The implementation of digital resources must be guided by clear educational objectives, ensuring that technology enhances, rather than replaces, effective teaching strategies.
The adoption of pedagogical models, such as the SAMR Model and Gagné’s Nine Events of Instruction, provides a structured framework that helps educators integrate technology at different levels, from basic substitution to complete redefinition of learning experiences. These models encourage a strategic and thoughtful use of digital tools, ensuring that learning remains engaging, interactive, and aligned with students’ needs. By following such structured methodologies, teachers can create digital lessons that foster student autonomy, critical thinking, and practical application of knowledge, ultimately improving learning outcomes in VET education.
Looking Ahead: A Sustainable Digital Strategy
For VET institutions to fully leverage digital transformation, future efforts should focus on:
Continuous Professional Development: Regular training for teachers on emerging EdTech tools and digital pedagogy.
Structured Digital Learning Strategies: Establishing clear digital policies to balance online and offline learning.
Scalability & Infrastructure Investments: Ensuring internet accessibility, device availability, and long-term digital sustainability.
AI & Emerging Technologies: Exploring Artificial Intelligence for adaptive learning, Virtual Reality (VR) for immersive training, and gamification for motivation.
While digital tools offer numerous advantages, their integration requires teachers to overcome challenges such as adapting to new technologies, managing digital distractions, and rethinking traditional pedagogical strategies. Future training programs should focus not only on digital skills but also on change management and pedagogical adaptation.
The integration of generative AI tools enables teachers to harness this technology to design innovative teaching activities that leverage digital resources while adhering to established pedagogical methodologies. Generative AI proves valuable in both the brainstorming phase—helping educators explore creative approaches and refine learning objectives—and the production of high-quality teaching materials.
As we integrate AI and digital tools into education, it is crucial to ensure ethical use, data privacy protection, and a balance between digital and human interaction to maintain student well-being.
By streamlining content creation and ensuring alignment with effective teaching strategies, AI empowers educators to develop engaging, structured, and pedagogically sound learning experiences that enhance student participation and comprehension.
Final Thoughts
Digital transformation in VET is an evolving process that requires experimentation, adaptability, and collaboration. The Di-Struct project has laid a strong foundation for integrating technology in vocational education, but the key to long-term success lies in continuous learning, iterative refinement, and institutional commitment.
The recommendations and guidelines produced by the Di-Struct project must be continuously adapted and expanded to keep pace with the rapid evolution of digital technologies in education. As new tools, methodologies, and AI-powered innovations emerge, it is essential for educators and institutions to remain flexible, reassess their strategies, and ensure that digital transformation aligns with both pedagogical best practices and the evolving needs of students and industries.
By embracing digital tools strategically and responsibly, educators can empower students with 21st-century skills, preparing them for a workforce that increasingly demands digital proficiency, adaptability, and interdisciplinary problem-solving abilities.
If you would like to explore the E-learning “VET going digital” it is possible by filling this short form: https://www.di-struct.eu/elearning/
An email with the instructions and the credentials will be sent to access e-learning a few days later.
If you would like to use the template of the learning material shared to VET teachers to get your lessons more digital, you can:
- Download this learning unit template and develop your new lesson plan
- Use this Miro board: after testing your new lesson plan with your students, create a similar board to think about what worked, what didn’t, how effective they were, how students responded and what could be improved.
Please explore the Miro board and the VET schools involved as an example.
