A position paper on the future of vocational education and training: towards learning hubs

The world of work is constantly evolving, along with the demands for education and learning. It is therefore essential to continually rethink the role of vocational education and training (VET), transforming it into a more human-centered, flexible experience that promotes both individual and collective wellbeing. The future of VET must strike a balance between tradition and innovation, where technology serves as an ally and the human being remains at the core of the learning process.

Future scenarios and challenges

The acceleration of modern life has sparked a counter - movement , a steady pursuit of an “intentional life” that prioritizes mindfulness and presence. Individuals seek a deeper balance and connection with themselves and others, rejecting constant connectivity and multitasking, which recent studies show merely involve rapid task - switching and increased stress. This emphasizes the need for sustainable rhythms and a return to authenticity. 

Simultaneously, we live in an era of labor fluidity, continuously redefining working styles and expectations across generations. We witness the rise of “digital nomads” and the redefinition of working later life stages, with “new younger elders” enjoying longer, healthier lives. In this context, skills evolve rapidly, and the interaction between “digital natives” and “digital immigrants” becomes critical.

However, these dynamics lead to an overload of choices, influences, and attention. People are overwhelmed by an endless flow of options and information, fueling indecision and fear of missing out (FOMO). This overload fragments concentration and creates a complex environment where distinguishing truth from falsehood is challenging. Attention is manipulated within a real “information warfare.”

Vision for vocational education and training

To address these challenges, vocational education must embrace several core principles:

• Human-centered relationships: training should foster growth not only professionally but also personally. Promoting human dialogue and community-building is essential. Trainers must evolve into coach - mentor, or human facilitators who guide and support learners in both education and life.

• Experiential and flexible learning: the traditional static, theoretical learning model must be replaced by experiential approaches emphasizing workshops and problem - solving. Learning spaces should be mobile and flexible—no longer fixed classrooms but “learning in motion” happening across diverse environments.

• Personalization and lifelong development: learning must be tailored to the individual and supported throughout life. Guidance should be continuous, recognizing skills gained via micro-credentials. The aim is to stimulate curiosity and help learners develop the capacity to “learn how to learn.”

Learning hubs: new spaces for growth

A tangible response to these challenges is transforming traditional training spaces into learning hubs. These multifunctional environments transcend conventional classrooms, integrating workshops, collaborative zones, and relaxation areas. The goal is to create attractive and functional spaces that motivate especially young people—who may experience isolation—to attend not out of obligation, but out of genuine interest.

Learning hubs should be:

• Connected to local communities and industry: integration with local businesses and communities is crucial to facilitate internships and joint projects. A “learning community” comprising companies, families, and associations must be built.

• Centers for lifelong learning: hubs should support learning at every life stage, aligned with the imperative to “learn how to learn” and meet the strong demand for continuous training and upskilling.

• Incubators of passion and purpose: adults within hubs (trainers, mentors) must convey enthusiasm and passion for their work, serving as role models who help learners find long - term meaning. This addresses future workers’ need to be driven by deep passion.

Technology and future skills

Technology should not replace humans but complement them. Artificial intelligence (AI) can personalize learning paths and create immersive environments. Virtual reality (VR) and augmented reality (AR) offer safe, hands-on experiences, while advanced digital platforms and IT infrastructures make learning accessible anywhere.

Future skills combine technical and transversal abilities. Alongside advanced digital skills and AI management, interpersonal skills and life skills - such as emotional intelligence and teamwork - will be vital. Training must prepare individuals to be flexible, adaptable, and capable of navigating multicultural settings.

In this context, the role of the trainer evolves into an empathetic, tech-savvy coach-mentor with strong relational and digital competencies. Alongside them, the “adaptive work professional” must possess profound local knowledge and up-to-date language to engage meaningfully with the external world.

Action lines for defining a learning hub

A learning hub, as envisioned, is more than a vocational training center; it is a multifunctional, dynamic environment designed to foster holistic growth. Key characteristics include:

 

1. Human-centered design and community building

• Create inclusive spaces: design hubs that are attractive and functional, encouraging voluntary participation, especially by youth. This includes integrating workshops, collaborative areas, and relaxation zones.

• Prioritize human dialogue: Ensure hubs foster both personal and professional growth through dialogue and learning communities, resonating with The Herning Declaration’s emphasis on strong partnerships with social partners and labor market stakeholders.

• Empower mentors and coaches: Transition trainers into roles as coaches, mentors, or human facilitators who guide learners in their personal and professional journeys. This also enhances the attractiveness of VET careers by investing in continuous professional development. 

 

2. Experiential and adaptive learning

• Implement work-based learning: develop hubs that facilitate apprenticeships and work-based education, becoming incubators of passion where trainers inspire by sharing enthusiasm and helping learners find sustained purpose.

• Promote flexible and mobile learning: move beyond fixed classrooms to a “learning in motion” concept, with education occurring in multiple environments. Hubs should serve as focal points for this, leveraging technology for accessible learning anytime and anywhere.

• Encourage lifelong learning: position hubs as centers for continuous education at all life stages, supporting The Herning Declaration’s goal to increase adult participation in upskilling and reskilling programs to 60% by 2030.

 

3. Integration with labor market and local ecosystem

• Build a learning community: connect hubs to local territories and enterprises to enable joint projects and internships. This aligns with The Herning Declaration’s focus on adapting VET to evolving labor market needs.

• Utilize skills data: employ labor market and graduate tracking data to ensure training matches demand and addresses skill shortages, particularly in green and digital transition sectors such as STEM.

• Leverage technology as an ally: embed AI, VR, and AR technologies to individualize learning and provide secure practical experiences, preparing learners and trainers for responsible technology use.

 

4. Creating a network of networks: the learning hub as a connector

In an age defined by “work fluidity” and “choice overload,” the vision of a “network of networks” is essential to manage market and societal complexities. The learning hub is not isolated but a critical node in an interconnected ecosystem. This underscores the future of VET as a continuous transformation path based on networking and partnerships.The learning hub serves as a connector between various multi-hubs, creating an extended “learning community.”

• Connect with local institutions: establish robust links with local entities - municipalities, schools, employment centers - mirroring Herning’s advocacy for cooperation among countries, social partners, and organizations. This ensures training responds to local needs and fosters professionals deeply rooted in their territory.

• Synergize with associations and businesses: consistent with The Herning Declaration’s endorsement of social partners supporting implementation, hubs should connect with trade associations, companies, and non-profits to facilitate internships, cooperative projects, and an extended learning culture.

• Act as hubs of knowledge exchange: each node - company, association, or institution - becomes a mini-hub offering specific skills and opportunities. Learning hubs facilitate knowledge sharing and creation across all nodes, bridging “digital natives” and “digital immigrants” and supporting ongoing staff development among stakeholders.

 

5. Learning hubs as incubators of meaning

To address the ongoing pursuit of an “intentional life” and the need to “rediscover belonging and personal fulfillment,” learning hubs must become true “incubators of meaning.” This requires a profound mindset shift affecting trainers and hub governance alike, moving beyond merely managing training programs to making every course a comprehensive growth instrument.

• A new role for trainers: adults in hubs must go beyond content delivery to become “reference points,” empathetic and tech-savvy coach-mentors who inspire passion for their work. Their mission is to help learners find long-term meaning and develop profound passion, aligning VET with goals of personal development, citizenship, and physical and mental well-being.

• A new vision for governance: hub governance must transcend didactic programming to promote a “learning community” where the human being remains central. Overcoming fragmentation and information overload helps learners “learn how to learn.” Training programs thus become instruments that support learners in seeking meaning and building full citizenship, making VET an “attractive and inclusive” pathway for life.

The future of vocational education is one of ongoing transformation. Training institutions must prototype change by focusing on networking strategies and partnerships, rethinking spaces, and investing in continuous staff development. Our goal is to build a learning ecosystem, a “learning community”, where people not only acquire skills but also rediscover belonging and personal fulfillment.

 

 

Sources:

- Becker, L., Kaltenegger, H. C., Nowak, D., Weigl, M., & Rohleder, N. (2023). Biological stress responses to multitasking and work interruptions: A randomized controlled trial. Psychoneuroendocrinology, 156, 106358. Link: https://pubmed.ncbi.nlm.nih.gov/37542740/

- BBC News. (2024, May 16). Why notifications are ruining your focus. Link: https://www.bbc.com/news/articles/cx2eqk46dkeo

- European Commission. (2020, December 14). Is hyperconnectivity hurting our health? CORDIS EU Research. Link: https://cordis.europa.eu/article/id/455770-is-hyperconnectivity-hurting-our-health/it

- Il Sole 24 Ore. (2025, July 22). Contro lo stress da multitasking: strategie per favorire il lavoro profondo e il benessere in azienda. Link:https://www.ilsole24ore.com/art/contro-stress-multitasking-strategie-favorire-lavoro-profondo-e-benessere-azienda-AHqEZpqB

- Owl Labs. (n.d.). What is hybrid learning? Link: https://resources.owllabs.com/blog/hybrid-learning