Share this content
Introduction
TVET and post-compulsory education are increasingly recognised as vital to national and global workforce development, social mobility, and economic resilience. However, research in these fields remains underrepresented in mainstream academic discourse compared to higher education. This special issue seeks to challenge that imbalance by showcasing rigorous, evidence-based studies that demonstrate the depth, diversity, and significance of research in these sectors.
Current global challenges, including skills shortages, the green transition, and digital transformation, have intensified the need for high-quality TVET research. In the UK, the Skills for Jobs White Paper (2021), the Labour Party’s five national missions (2024), and the Industrial and Skills strategies emphasise the role of further education in addressing workforce gaps and economic renewal. Internationally, organizations such as the OECD, UNESCO-UNEVOC, and Cedefop have highlighted the growing importance of vocational education in equipping learners with future-proof skills. There is a common perception that research primarily takes place in HE, while FE is less engaged in research activities. Additionally, practitioner and action research in the UK is sometimes viewed as less prominent, which can make it challenging for those conducting research within the sector to gain recognition. This call for papers seeks to highlight and elevate research in FE, particularly practitioner-led and action research, to showcase its value and impact.
Despite these policy imperatives, academic research in TVET and post-compulsory education is often overlooked or undervalued. By curating a collection of original research, case studies, and conceptual papers, this special issue will serve as a platform for thought leadership, bridging the gap between research, policy, and practice. It will contribute to ongoing discussions on how vocational education can drive economic growth, social inclusion, and sustainability while ensuring that the research underpinning these contributions gains the recognition it deserves.
This edition aims to challenge the prevailing assumption that research within and about the further education sector is limited or overlooked. By showcasing rigorous, innovative, and impactful research, this collection will highlight the global significance of TVET and FE, reinforcing their critical roles in addressing skills shortages, promoting social mobility, and supporting sustainable economic growth.
Despite the growing recognition of TVET and post-compulsory education in policy discourses, there remains a perception that research in these sectors is comparatively underdeveloped (Lucas et al., 2012; Wheelahan, 2015). This edition seeks to counter this narrative by foregrounding evidence-based studies that demonstrate the richness and diversity of research in these fields. The edition will provide a platform for researchers, practitioners, and policymakers to share insights that contribute to both theoretical advancements and practical improvements in vocational education globally.
List of Topic Areas
The edition will seek original research articles, case studies, and conceptual papers that address, but are not limited to, the following themes:
- Innovative pedagogies and curriculum design in TVET and post-compulsory education
- The role of vocational education in social mobility, inclusion, and equity
- Workforce development, dual professionalism, and educator training
- The impact of digital transformation and emerging technologies on skills development
- Sustainability and the green skills agenda in vocational education
Submissions Information
Submissions are made using ScholarOne Manuscripts. Registration and access are available here.
Author guidelines must be strictly followed. Please see here.
Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to ““Please select the issue you are submitting to”.
Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.
Key Deadlines
Submission Deadline: 30 August 2025
Guest Editors
Dr Vikki Smith, ETF; UK, Vikki.smith@etfoundation.co.uk
Prof Gary Husband, Sunderland University; UK, gary.husband@sunderland.ac.uk
Dr Michael Smith, Director of Teaching and Learning Innovation, Barking & Dagenham College, UK, michael.smith@bdc.ac.uk
Share this content