Career guidance not only focuses on the transition between school and work, but also on the course of careers. In this context, in-company training staff are of great importance. In addition to the vocational orientation of employees, the Vocational-Education Workgroup also focuses on the professionalisation of in-company training staff. At this point, synergies arise between the Vocational-Education Workgroup and the Career Guidance Research Group, which work together productively.

The topic of digitisation is viewed from various perspectives in the working group, all of which can be subsumed under the construct of digitality. One significant benefit of digital technologies lies, for example, in their networking potential. The networking of individuals or the interaction between man and machine is a characteristic feature of innovative technologies. Furthermore, this interaction results in products or artefacts that are used and further developed by specialist groups of people. This creates specialised formations that can work together flexibly in terms of location and time. Another perspective focuses on the potential of algorithms. These are increasingly determining professional teaching, learning, and working.  As part of the research and development work in the workgroup on this topic, the focus is on the entire field of vocational education and training. This primarily means vocational teacher training as well as approaches for adaptive learning in vocational education and the networking of different learning locations. In-company training is also addressed, as continuous further education and training in the occupational fields is indispensable in the context of lifelong learning.

The research and development field of nursing and healthcare professions is currently undergoing a highly dynamic process. Developments such as digitisation and the shortage of skilled workers are having a significant impact on the field. Against this backdrop, vocational education and training is required to respond appropriately to these developments. This inevitably corresponds with the necessity of professionalising the vocational training staff, which consists of vocational school and company-based training staff. The empirical research and conceptual work in the Vocational-Education Workgroup focuses on this need.