The VET Context in Italy: A Perspective on Teachers and Students

Context: Vocational and Educational Training (VET) innovation is crucial in the new social-economic context to address unskilled job profiles and provide students with necessary social and professional skills. VET innovation involves a renewed approach to teamwork, adjustments to career paths, teacher-led instruction, and technological advancements (Cedefop, 2015; Cedefop 2022b). The term innovation in the context of VET envisages a change in didactics through the implementation of technologies and an upskilling and reskilling of the professional figures involved in training. An innovative didactic proposal requires a thematic reorganization and design of the lessons, based on the awareness of the teaching staff, to address the needs and requirements of the class group. This situation outlines an active, central, and responsible role of the professional figures involved in the educational training action (Zaramella, Callini, & Morini 2001). Teachers and trainers are at the front line (Cedefop, 2022a, p.1) in the education of young people, they are responsible for the transmission of the skills and knowledge needed to prepare students for the future world of work, in the promotion of soft and hard skills (OECD, 2019; Foschi, 2021; Costa, 2016; Aleandri & Fiorentini, 2022; Pellerey, 2006; Angotti & Fonzo, 2022). Approach: This study presents the preliminary results of an action research conducted in collaboration with a Vocational Training Center situated in Bologna (C.E.F.A.L.). The research aims to define innovative objectives and tools for the educational context. The exploratory phase of the research carried out through focus groups, semi-structured interviews, and observations, aims to explore and analyze the educational and formative context of the host institution, to identify needs, challenges, strengths, and areas for improvement. Findings: The data analysis highlighted critical aspects in terms of communication, collaboration, and difficulties in defining roles, as well as in the teaching strategies adopted by teachers in the classroom context. Subsequently, semi-structured interviews were conducted with students, recognizing them as the main recipients of the training. Conclusions: Consequently, following a co-design approach with the professionals involved, targeted interventions were proposed in response to the identified training needs.