Quality is in the Eye of the Beholder: A Quality Model rethinking VET through the Eyes of Gen Z Learners - Individualization, Digitalization, and Meaningful Work

Abstract

Abstract As Generation Z (Gen Z) enters vocational education, their distinct expectations and digital fluency present new challenges for dual vocational education and training (VET). While these issues are frequently discussed in public discourse, empirical evidence remains scarce. This study examines how Gen Z apprentices define the quality of training in school- and company-based learning environments. Drawing on 15 semi-structured interviews with commercial apprentices in Germany, a qualitative content analysis was conducted. Six core dimensions were identified: (1) digitalization, including access to infrastructure, tools, and artificial intelligence (AI); (2) flexibility and work-life balance, with a focus on remote work and individualized schedules; (3) meaningful work, reflected in autonomy, relevance, and opportunities for impact; (4) job security and career opportunities, including transparent pathways and structured development; (5) individualization, such as customized feedback and learner-driven content; and (6) interpersonal relationships, emphasizing respectful communication, team cohesion, and emotional support. These findings extend existing models by foregrounding learner agency and socio-technological change, suggesting that VET quality models must become more learner-centered and digitally integrated to align with Gen Z apprentices’ expectations.