Boundary crossing and digital boundary objects in the cooperation of learning locations – two case studies in the Swiss pharmaceutical industry

Purpose Cooperation between learning locations is a central yet challenging aspect of vocational education and training (VET). This study explores how digital tools – used as digital boundary objects – can support boundary crossing between vocational schools, training companies and inter-company courses. It investigates the potential and limitations of these tools in two pharmaceutical training contexts in Switzerland. Design/methodology/approach The study draws on qualitative data from two case studies in the Swiss pharmaceutical industry. Data were collected through semi-structured interviews, site observations and guided tours of training departments. Findings The findings suggest that digital boundary objects play a crucial role in facilitating learning across institutional boundaries – especially when learning locations operate within a shared organisational framework. In such settings, common digital platforms enable seamless coordination, personalised learning support and ongoing communication between locations. Conversely, when learning locations are institutionally distinct, digital tools offer only limited support for boundary crossing. In these cases, learners are required to take the initiative in bridging the gap between disparate learning contexts. Originality/value This study provides new insights into how cooperation between learning locations is structured in large Swiss companies and highlights the importance of organisational frameworks for successful digital integration. The findings indicate that while digital tools hold considerable promise, their effectiveness largely depends on shared goals and institutional alignment. Learners require support in navigating their role as boundary crossers – particularly when cooperation between locations is limited.