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It covers EVTS sampling methodology, conceptual framework, pilot testing, governance, and the empirical strategy, then reports descriptive evidence and econometric analysis. Findings address perceptions of undervaluation, shortages, CPD-related administrative burden, wellbeing under strain, inclusion and classroom diversity, sustainable VET, and digitalisation and AI.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/working-paper-series-no-29-vet-teachers-at-a-turning-point-pilot-evidence-from-cedefops-european-vocational-teacher-survey/583368/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/working-paper-series-no-29-vet-teachers-at-a-turning-point-pilot-evidence-from-cedefops-european-vocational-teacher-survey/583368.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the EVTS pilot evidence focused on?","Question",{"text":113,"@type":114},"The publication reports pilot evidence from Cedefop’s European Vocational Teacher Survey on VET teachers, including their experiences and the evidence generated through descriptive and econometric analyses.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which methodological and governance components does the paper describe?",{"text":118,"@type":114},"It outlines the EVTS sampling methodology, conceptual framework, pilot testing, and governance, followed by the paper’s empirical strategy.",{"name":120,"@type":111,"acceptedAnswer":121},"What key themes appear in the EVTS pilot findings?",{"text":122,"@type":114},"The findings address feeling undervalued, shortages and CPD-linked administrative burden, wellbeing under strain, inclusion and classroom diversity, sustainable VET, and digitalisation and AI with both excitement and unease.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},583368,1792190174,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Working paper series No 29/March 2026  \nIrene Psifidou Michail Papazoglou Konstantinos Pouliakas  \nVET TEACHERS ATATURNING POINT  \nPilot evidence from Cedefop’s European Vocational Teacher Survey  \nPlease cite this publication as:  \nPsifidou, I. Papazoglou M. and Pouliakas, K. (2026) . VET teachers at a turning point: Pilot evidence from Cedefop’s European Vocational Teacher Survey. Cedefop working paper. Publications Office of the European Union. [http://data.europa.eu/doi/10.2801/1254726](http://data.europa.eu/doi/10.2801/1254726)  \n[A great deal of additional information on the European Union is available on the internet. It](A great deal of additional information on the European Union is available on the internet. It)[ ](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)) .  \nLuxembourg: Publications Office of the European Union, 2026  \n© Cedefop, 2026.  \nUnless 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  \ncopyright holders.  \nPDF  \nISSN 1831-2403  \nISBN 978-92-896-3935-4 doi: 10.2801/1254726 TI-01-26-014-EN-N  \nThe European Centre for the Development of Vocational  \nTraining (Cedefop) is the European Union’s reference centre for vocational education and training, skills and qualifications. We  \nprovide information, research, analyses and evidence on vocational education and training, skills and qualifications for policymaking in the EU Member States.  \nCedefop 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.  \nEurope 123, Thessaloniki (Pylaia), Greece  \nPostal address: Cedefop service post, 570 01 Thermi, Greece Tel. +30 2310490111, Fax +30 2310490020  \nEmail: info@cedefop.europa.eu [www.cedefop.europa.eu](www.cedefop.europa.eu)  \nJürgen Siebel, Executive Director  \nTony Donohoe, Chair of the Management  \nTable of Contents  \nAcknowledgements ............................................................................................................. 1  \nChapter 1. Introduction..................................................................................................... 2  \nChapter 2. Cedefop’s European Vocational Teacher Survey (EVTS) .......................... 5  \n2.1. EVTS sampling methodology ........................................................................5  \n2.2. EVTS conceptual framework .........................................................................6  \n2.3. EVTS pilot testing..........................................................................................8  \n2.4. EVTS governance .........................................................................................9  \nChapter 3. Data…………………………………………………………………………………10  \nChapter 4. Empirical strategy ........................................................................................ 14  \nChapter 5. EVTS pilot findings....................................................................................... 15  \n5.1. Descriptive evidence ................................................................................... 15  \n5.1.1. A profession feeling undervalued .....................................................15  \n5.1.2. Shortages and administrative burden stemming CPD ......................15  \n5.1.3. Wellbeing under strain: a silent crisis in the VET teaching workforce .................................................................................................... 15  \n5.1.4. Navigating complexity: inclusion and classroo","cbCaistQ8EIhKSeR","https://ap.wps.com/l/cbCaistQ8EIhKSeR","pdf",899473,51,"English","# Acknowledgements\n# Chapter 1. Introduction\n# Chapter 2. Cedefop’s European Vocational Teacher Survey (EVTS)\n## 2.1. EVTS sampling methodology\n## 2.2. EVTS conceptual framework\n## 2.3. EVTS pilot testing\n## 2.4. EVTS governance\n# Chapter 3. Data\n# Chapter 4. Empirical strategy\n# Chapter 5. EVTS pilot findings\n## 5.1. Descriptive evidence\n## 5.2. Econometric analysis\n# Chapter 6. From policy ambition to practical support: a European priority\n## 6.1. Strengthen the attractiveness of the VET teaching profession\n## 6.2. Reduce teacher shortages and workload pressures\n## 6.3. Prioritise teacher wellbeing as a strategic agenda\n## 6.4. Boost skills for inclusion and managing learners’ diversity and behaviours\n## 6.5. Accelerate support for green skills and sustainable teaching\n## 6.6. Equip teachers for digitalisation and ethical and effective use of AI\n## 6.7. Build long-term European cooperation and knowledge sharing\n# Chapter 7. Conclusions","[{\"question\":\"What is the EVTS pilot evidence focused on?\",\"answer\":\"The publication reports pilot evidence from Cedefop’s European Vocational Teacher Survey on VET teachers, including their experiences and the evidence generated through descriptive and econometric analyses.\"},{\"question\":\"Which methodological and governance components does the paper describe?\",\"answer\":\"It outlines the EVTS sampling methodology, conceptual framework, pilot testing, and governance, followed by the paper’s empirical strategy.\"},{\"question\":\"What key themes appear in the EVTS pilot findings?\",\"answer\":\"The findings address feeling undervalued, shortages and CPD-linked administrative burden, wellbeing under strain, inclusion and classroom diversity, sustainable VET, and digitalisation and AI with both excitement and unease.\"}]","Working paper series No 29 - VET teachers at a turning point - Pilot evidence from Cedefop’s European Vocational Teacher Survey | PDF",1792046917,129]