Education is pivotal in shaping a future geared toward climate neutrality and cultivating agents of change capable of addressing sustainability challenges. Educators’ understanding of food sustainability influences how effectively it is integrated into educational programs. This study examined the knowledge and understanding of food sustainability among nutrition and agri-food educators in Europe as part of a joint European-funded project (2023-1-IE01-KA220-VET-00156916: Train to Sustain). After ethical approval, a survey was distributed to educators in Ireland, Slovenia, Poland, and Italy. Data were analysed using qualitative and quantitative methods. Of the 123 educators who participated, 81% agreed they fully understood “food sustainability,” and 97% believed it is important to include it in education, yet only 62% reported that it was currently taught in their programs. This reveals a gap between perceived importance and implementation. The data also offered insights into how educators understand food sustainability across environmental, economic, social, cultural, and food security dimensions and how these are incorporated into teaching and awareness raising. Three themes were identified: (1) understanding sustainable food systems, (2) sustainable resource management, and (3) educating for food security and resilience. Participants emphasised environmentally friendly food practices, often linked to zero waste goals. The qualitative findings underscored the importance of societal access to healthy food, focusing on food security. However, references to economic and cultural aspects of sustainability were limited, suggesting a potential gap in educators’ understanding. This study highlights the need for educators to possess comprehensive knowledge of food sustainability to advance education and address climate and sustainability challenges.

The European Green Deal is Europe’s ambitious and multi-layered response to climate change. Translating its objectives into action for a green transition has created a need for new skills and competencies. Vocational and Education Training (VET) systems are uniquely positioned to equip learners with these emerging green and transversal competences through their dual focus on knowledge dissemination and applied practice. However, current VET curricula remain oriented towards traditional occupations and are not adequately aligned with the sustainability and skills needs of the agri-food sector. This study, as part of a joint European-funded project (2023-1-IE01-KA220-VET-00156916: Train to Sustain), aimed to: (1) identify practical strategies for integrating sustainability concepts and innovative pedagogy into VET programs, and (2) gather multi-stakeholder perspectives on how VET agri-food education can be adapted for greater alignment with the green skills required by the sector. Following ethical approval, data were collected through semi-structured focus groups involving key agri-food stakeholder groups across Ireland, Slovenia, Poland and Italy. The data were qualitatively analysed using Reflexive Thematic Analysis (RTA). Five themes were identified: (1) Innovative and Sustainable Practices in Agri-Food systems, (2) Education, Awareness and Consumer Engagement, (3) Institutional and Structural Approaches, (4) Community and Localised Responses, and (5) Barriers, Opportunities and Future Directions. The findings highlight the significant potential VET offers in preparing a workforce with the cross-cutting sustainability competences and sector-specific skills needed to drive the innovation and growth of the agri-food sector. However, achieving this requires institutional change, strengthened collaboration, and a shift from traditional technical training toward curriculum models that embed sustainability principles across diverse local and regional contexts.

Purpose: This study aims to examine the role of vocational education and training (VET) in supporting sustainability within Ireland’s agri-food sector. While sustainability is increasingly prioritised, limited research has explored how agri-food stakeholders conceptualise sustainability-related knowledge, skills, and competencies, and how these insights can inform VET provision. Specifically, this study aims to (1) explore stakeholder perspectives on sustainability challenges within the Irish agri-food sector, (2) identify key knowledge gaps and competencies required to support sustainability transitions and (3) examine how these insights can inform the design of VET programmes. Design/methodology/approach: Conducted as part of the Erasmus + Train to sustain project, it draws on qualitative insights from four semi-structured focus groups involving 26 stakeholders from across the agri-food value chain. Participants represented diverse perspectives, including educators, farmers, food entrepreneurs, sustainability practitioners, and policymakers. Discussions focused on four pillars of food sustainability: food waste management, food production, farming practices, and food packaging. Data were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis following Braun and Clarke’s six-phase framework. Findings: Findings identified four overarching themes: (1) Educating for Sustainability: Building knowledge, awareness, and behavioural change. (2) Policy and structural supports. (3) Stakeholder engagement. (4) Innovation as a driver of transformation in the agri-food sector. The results underscore the importance of integrating sustainability across VET curricula and governance structures while fostering collaboration among educators, industry, and policymakers. Embedding transformative learning principles and systems thinking within VET can cultivate the skills, attitudes, and values essential for sustainable food systems. Research limitations/implications: The study was conducted within the Irish context, and while Ireland provides a useful case for examining VET’s role in sustainability transitions, structural, cultural, and policy differences across countries may influence the applicability of these findings elsewhere. In addition, the perspectives captured reflect a snapshot in time within a rapidly evolving policy landscape. However, the study contributes to sustainability and vocational education research by highlighting the value of stakeholder-informed, qualitative approaches for understanding how sustainability competencies are conceptualised within VET. Future research would benefit from longitudinal or comparative studies examining how these competencies evolve across VET systems and national contexts. Practical implications: This study identifies practical strategies for embedding sustainability within agri-food VET programmes, demonstrating how educators can integrate sustainability through experiential, sensory, and systems thinking pedagogies aligned with industry practice. Policymakers are encouraged to consider coherent policy frameworks, targeted incentives, and infrastructural supports that enable sustainable behaviour across the food system. Strengthening collaboration between VET providers, industry, and community stakeholders can support skills development, innovation, and lifelong learning, positioning VET as a key driver of Ireland’s transition to sustainable food systems. Originality/value: This study contributes original stakeholder-informed insight into how sustainability competencies are understood, prioritised, and operationalised across the Irish agri-food sector. By capturing perspectives across the food system, it highlights the importance of collaboration and supports the development of education aligned with sector needs and global sustainability priorities. The research highlights how stakeholder perspectives can inform more contextually relevant approaches to VET curriculum design, policy alignment, and sustainability learning in the agri-food sector.