The competencies of VET center teachers are a cornerstone of successful vocational education. By equipping students with relevant skills, fostering inclusion, and driving innovation, they play a key role in preparing individuals for meaningful contributions to society and the economy. This is particularly emphasized in the field of arts and crafts, as they provide an important platform for self-expression, placing them in a privileged position when social inclusion is addressed. Engagement in creative pursuits, the development of talents, and contributions to the artistic and cultural fabric of society are made possible for individuals from all walks of life through inclusive education in arts and crafts. Thus, this endeavor to map the social inclusion practices and needs is important to be able to equip teachers with the necessary competencies.

The challenge is addressed by examining how social inclusion is progressed through arts and crafts, with specific initiatives and best practices explored within VET education and the industry. An ecosystem perspective was adopted, linking the macro context (legal frameworks and previous research) with the micro-perspective (VET center initiatives and business needs) through the meso-context (new educational models).

This study was conducted as a part of MOSAIC – Mastering job-Oriented Skills in Arts & crafts thanks to Inclusive Centres of vocational excellence – project. This Erasmus+ project examines how the arts, crafts, and design sectors can respond more effectively to emerging social needs and changes. A framework for systematically mapping dimensions of inclusion in the arts and crafts VET system was presented as the core result.

Social inclusion was examined through approaches drawn from the fields of human sciences, design, and management/economics. The research involved the collection of over 250 documents, which were analyzed to explore the legal, industrial, and research frameworks influencing social inclusion in the partner countries—Armenia, Bulgaria, Canada, Finland, France, and Italy. Additionally, examples of best practices from VET centers within these countries as well as some relevant findings from the questionnaire and focus groups for industry representatives were gathered to provide practical insights.

The study reveals that VET centers are anticipated to embed social inclusion as a central element of their governance structures, as well as their educational and operational strategies. As this occurs, practices that address diversity in all its forms are likely to emerge, recognizing the moral, economic, and social imperatives of making diversity, inclusion, and equality central to the work of VET centers. Therefore, the implementation of coordinated efforts in this direction should be guided by continuity and consistency. To support that, a tailored framework for mapping social inclusion practices in vocational education in arts and crafts was established, and as a result a full self-study on-line module of social inclusion for teachers was created.

Keywords: Teacher competencies, training, VET centers, social inclusion.