This study aimed to explore methods of mapping digitalization initiatives in arts and crafts by following a waterfall structure, with each phase dependent on the previous one. The main objective was to examine digitalization and digital teaching practices in the arts and crafts sector through specialist businesses and vocational training centers to better respond to emerging needs and societal changes. Practice theory was used to investigate the nature of companies and training centers, focusing on their processes and integration into established organizational models. The study examined practices in three fields: business, creation, and training, using theories from management and design sciences.

Digitalization was analyzed using methodologies from human sciences, design, and management/economics. Data collection included both qualitative and quantitative methods. Qualitative data collection involved best practice mapping, and desk research, while quantitative tool was the SELFIE self-assessment for teachers. Over 250 documents were collected for documentary research on the legal, industrial, and research contexts affecting the digitalization in partner countries, i.e., Armenia, Bulgaria, Canada, Finland, France, and Italy. Best practice examples from vocational education and training (VET) centers were also collected from partner countries. The SELFIE tool was used to assess teachers' digital skills, with 66 responses collected from six countries.

The analysis employed an ecosystem approach linking the macro-context (legal and research context) with the micro-context (VET center initiatives and business needs) through the meso-context (new education models). This approach facilitated the interpretation of highly contextualized data specific to each site: Literature Analysis (Legal documents, research articles, and press releases contextualize the emergence of digitalization initiatives), Educational Models (New educational models influence teaching strategies and digitalization initiatives, connecting macro- and micro-contexts), Practical Cases (Digitalization initiatives by VET centers driven by companies' digital skills needs were mapped, examining best practices encouraged by the skill needs of craft and design companies), and SELFIE Tool (Teachers' current digital competencies were assessed to reveal the competency levels and needs for complementary training).

The findings show that digital teaching practices in VET education are varied, involve multiple stakeholders, and are influenced by both top-down (legal frameworks, educational models) and bottom-up (professional and business needs) approaches. A tailored framework for mapping digital teaching practices in vocational education in arts and crafts is established.

Keywords: Digitalization, Digital teaching, Arts and Crafts, VET Centers.