DIGITAL SKILLS INTEGRATION IN IVET CURRICULA - Working paper series No 30 - May 2026

Oct 15, 2026

Uploaded by Jake

Working paper series No 30/May 2026 examines how governance frameworks influence the integration of digital skills across IVET curricula in eight European countries. It analyzes policy background, competence frameworks used as curriculum design reference points, and the state of digital skills in IVET. The study develops a contextual framework, applies a methodology, and reviews country case studies to support a comparative analysis and policy messages for implementation capacity and equity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages55

Reading Time2 h 19 min

AccessFree to download

Acknowledgements

Chapter 1. Introduction

Chapter 2. Policy background

2.1. The EU policy agenda on digital skills in VET

2.2. European competence frameworks as reference points for curriculum design

2.3. Cedefop's evidence base and the state of digital skills in IVET

Chapter 3. Contextual framework

3.1. The nature of digital competences in vocational contexts

3.2. Governance and curriculum reforms

3.3. Implementation capacity and equity

Chapter 4. Methodology

Chapter 5. Country case studies

5.1. Germany

5.2. Estonia

5.3. Greece

5.4. Spain

5.5. France

5.6. Croatia

5.7. Netherlands

5.8. Finland

Chapter 6. Comparative analysis

Chapter 7. Conclusions and policy messages

List of abbreviations

References

Working paper series No 30/May 2026 DIGITAL SKILLS INTEGRATION IN IVET CURRICULA How governance frameworks shape implementation across eight European countries Michail Papazoglou Irene Psiﬁdou Zoi Maria Kamopoulou Please cite this publication as: Papazoglou, M. , Psifidou, I. and Kamopoulou, Z. M. (2026) . Digital skills integration in IVET curricula: How governance frameworks shape implementation across eight European countries. Cedefop working paper. Publications Office of the European Union. [http://data.europa.eu/doi/10.2801/6442047](http://data.europa.eu/doi/10.2801/6442047) A great deal of additional information on the European Union is available on the internet. It can be accessed through the Europa server ( [http://europa.eu](http://europa.eu)) . Luxembourg: Publications Office of the European Union, 2026 © Cedefop, 2026. Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY 4 .0) licence. This means that reuse is allowed provided appropriate credit is given and any changes made are indicated. For any use or reproduction of photos or other material that is not owned by Cedefop, permission must besought directly from the copyright holders. PDF ISSN 1831-2403 ISBN 978-92-896-3973-6 doi: 10.2801/ 6442047 TI-01-26-023–EN-N The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training, skills and qualifications. We provide information, research, analyses and evidence on vocational education and training, skills and qualifications for policymaking in the EU Member States. Cedefop was originally established in 1975 by Council Regulation (EEC) No 337/75 . This decision was repealed in 2019 by Regulation (EU) 2019/128 establishing Cedefop as a European Union Agency with a renewed mandate. Europe 123, Thessaloniki (Pylaia), Greece Postal address: Cedefop service post, 570 01 Thermi, Greece Tel. +30 2310490111, Fax +30 2310490020 Email: info@cedefop.europa.eu [www.cedefop.europa.eu](www.cedefop.europa.eu) Jürgen Siebel, Executive Director Tony Donohoe, Chair of the Management Table of contents Acknowledgements ..............................................................................................1 Chapter 1. Introduction...................................................................................2 Chapter 2. Policy background........................................................................4 2.1. The EU policy agenda on digital skills in VET ...........................................4 2.2. European competence frameworks as reference points for curriculum design .......................................................................................................6 2.3. Cedefop's evidence base and the state of digital skills in IVET .................7 Chapter 3. Contextual framework ..................................................................9 3.1. The nature of digital competences in vocational contexts .........................9 3.2. Governance and curriculum reforms .......................................................10 3.3. Implementation capacity and equity ........................................................11 Chapter 4. Methodology ...............................................................................12 Chapter 5. Country case studies..................................................................16 5.1. Germany.................................................................................................18 5.2. Estonia ...................................................................................................20 5.3. Greece....................................................................................................22 5.4. Spain ...................................................................................................

FAQs

What is the main focus of the working paper series?

The paper focuses on how governance frameworks shape the implementation of digital skills integration in IVET curricula across eight European countries.

Which countries are included in the country case studies?

The case studies cover Germany, Estonia, Greece, Spain, France, Croatia, the Netherlands, and Finland.

How does the paper structure its analysis?

It moves from policy background and a contextual framework to methodology, then country case studies, followed by a comparative analysis and conclusions with policy messages.

Oct 15, 2026

Uploaded by Jake