Purpose: This study investigates how stakeholder ecosystems in seven medium-sized European cities co-design and implement inclusive Technical and Vocational Education and Training (TVET) and post-compulsory learning activities. It aims to identify key challenges, examine stakeholder engagement, and explore mechanisms that foster diversity and digital inclusion within evolving labour markets. Design/methodology/approach: A qualitative multiple case study design was employed, drawing on the EU-funded projects in cities of Amarante (Portugal), Arezzo (Italy), Bielsko-Biala (Poland), Idrija (Slovenia), Larnaka (Cyprus), Trikala and Psachna (Greece). Integrated Action Plans, supplementary documents, and observations were analysed using a Quadruple Helix lens (QH) and Multi-level Logic Model. Triangulation across data sources ensured validity, while cross-case analysis identified recurrent mechanisms and emerging outcomes. Findings: The study reveals comprehensive QH Ecosystems, with government, education, industry, and civil society actively involved. Across diverse contexts, interventions such as bootcamps, workshops, mentoring sessions, and micro-hackathons effectively addressed skills mismatches, supported underrepresented groups, and fostered digital inclusion. The findings indicate that bundled, multidimensional, practice-rich activities generate coherent, system-level outcomes compared with isolated interventions. Additionally, a multi-level TVET logic model is proposed to provide a comprehensive understanding of the pathways from co-design to outcomes and impact. Originality/value: This study provides comparative empirical evidence on stakeholder-driven ecosystem approaches to inclusive TVET and post-compulsory education across European cities. By operationalising a multi-level TVET logic model and integrating Ecosystem Theory with contribution analysis, it advances both theoretical understanding and practical knowledge of how collaborative governance fosters inclusive and future-ready skills development.