About
Aims
Frontiers in Vocational Education and Entrepreneurial Studies (FVEES) is committed to open-access, peer-reviewed scholarship that informs classroom practice, program design, policy development, and entrepreneurial action across sectors and geographies. The journal seeks to publish rigorous empirical investigations, integrative reviews, methodologically transparent studies, and innovative approaches to data collection and analysis that illuminate how vocational education, skills training, and entrepreneurship education intersect with labor-market needs, inclusion goals, and sustainable development. FVEES aims to be a catalyst for dialogue among researchers, educators, trainers, industry partners, and policymakers by prioritizing findings that are robust, reproducible, and actionable in diverse contexts—from urban technical institutes and community colleges to community-based training centers and SME ecosystems.
The journal embraces cross-disciplinary perspectives, drawing on education science, economics, organizational studies, sociology, development studies, and technology-enhanced learning. It encourages research that clarifies causal mechanisms, outlines contexts of implementation, and provides transferable insights while acknowledging local constraints. FVEES promotes ethical reporting, open data where possible, preregistration of studies, and clear articulation of limitations, enabling cumulative science and responsible reuse of evidence. It welcomes both theoretically oriented work that advances concepts of vocational pedagogy and entrepreneurship education, and practically oriented studies that document effective practice, transferability, and scalability. In aiming to accelerate impact, FVEES prioritizes policy relevance and practitioner usefulness by requesting concise policy briefs, implementation guides, and summaries that speak to funders, regulators, school leaders, and enterprise developers. The journal also fosters early-career researchers by offering supportive editorial practices, transparent feedback, and opportunities to publish alongside established scholars. Through a commitment to diversity, equity, and inclusion, FVEES invites studies that examine barriers to access, gendered pathways, rural-urban disparities, and strategies for inclusive participation. By promoting interdisciplinary discourse and international collaboration, the journal seeks to build a durable knowledge base that supports skilled work, entrepreneurial resilience, and inclusive economic development across regions and sectors.
Scope
• Policy design, governance, and funding mechanisms for vocational education and lifelong learning across jurisdictions
• Pedagogy, assessment, and curriculum design for hands-on skills and entrepreneurial thinking
• Work-based learning, apprenticeships, dual training, industry partnerships, and co-design of programs
• Digital skills and emerging technologies in vocational education, including e-learning, simulations, and AI-enabled training
• Entrepreneurship education, small business development, startup training, and ecosystem-building
• Labor-market alignment, skills forecasting, regional development, and cross-country comparisons
• Equity, inclusion, accessibility, gender, disability, and rural/remote education in skills training
• Evaluation, impact assessment, data-driven decision making, and learning analytics for program effectiveness
Article Types
• Original research articles
• Systematic reviews and meta-analyses
• Methodology papers and research notes
• Case studies and practice reports
• Policy briefs and position papers
• Conceptual and theoretical papers
• Data papers and registered reports
Audience
The primary audience includes researchers in vocational education, training and entrepreneurship; educators and program designers; policy makers at local, national, and international levels; industry leaders and workforce development professionals; entrepreneurs and startup mentors; funding agencies and evaluation specialists; students and early-career scholars; and practitioners in non-formal training contexts.