The European Centre for the Development of Vocational Training (Cedefop) has published a new working paper entitled ‘VET teachers at a turning point: Pilot evidence from Cedefop’s European Vocational Teacher Survey’. The publication presents the first results from the pilot phase of the first pan-European survey dedicated to the working conditions, wellbeing, and development needs of initial vocational education and training (IVET) teachers.
Key findings from the pilot survey
In the pilot phase (conducted between May and October 2025), 735 teachers from over 150 vocational schools across 23 EU Member States were surveyed.
The results of the EVTS pilot paint a picture of a profession under significant strain and undergoing profound changes:
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Low recognition and career attractiveness:
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Just 9% of IVET teachers feel that the profession is valued by society in their country.
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Only 13% of respondents consider their salary adequate for the work they do.
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Staff shortages and administrative burden:
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As many as 49% of teachers report having to take on extra responsibilities due to staff shortages in schools.
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Over 37% feel significantly burdened by red tape and administrative tasks.
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More than one third (34%) feel their career is not progressing as fast as it should.
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A wellbeing crisis:
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60% of teachers report physical exhaustion and sleeping difficulties.
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42% often or very often feel emotionally drained by their work (symptoms of burnout).
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Numerous teachers experience stress symptoms: anxiety (42%), racing heart (39%), increased blood pressure (33%), or stomach problems (28%).
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Classroom diversity and inclusion as a key challenge:
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21% of teachers feel unprepared to teach highly diverse groups of learners.
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25% indicate a need for substantial support in identifying vulnerable learners or those at risk of exclusion.
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32% consider maintaining discipline and dealing with challenging behaviour and violence to be a key challenge in their daily work.
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The green and digital transitions and AI:
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Green skills: Only about one third of teachers feel ready to fully integrate sustainability and environmental issues into their lessons.
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Artificial intelligence: Although 29% of teachers frequently use AI tools at work, 31% need support in selecting appropriate digital tools and evaluating the ethical risks and potential harms associated with AI.
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Furthermore, 57% of teachers expect that within the next decade, robots or intelligent systems will take over part of their current tasks.
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What supports teachers' professional development?
The econometric analysis carried out in the report points to an important relationship: teachers' professional development relies more heavily on informal and self-directed learning and a supportive school environment than on participation in formal courses alone.
The main factors fostering genuine skills development include:
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Active use of digital technologies in teaching practice.
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Informal learning, reflection on one's own work, experimenting with new methods, and sharing experiences and feedback with other teachers.
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High organisational commitment and supportive school management.
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Good working conditions and safeguarding physical and mental wellbeing (burnout and poor working conditions directly reduce engagement in development).
The full text of the report in English is available to download on the Cedefop website.