Bridging knowledge gaps in agri-food sustainability: stakeholder perspectives on transforming vocational education and training in Ireland

Purpose This study aims to examine the role of vocational education and training (VET) in supporting sustainability within Ireland’s agri-food sector. While sustainability is increasingly prioritised, limited research has explored how agri-food stakeholders conceptualise sustainability-related knowledge, skills, and competencies, and how these insights can inform VET provision. Specifically, this study aims to (1) explore stakeholder perspectives on sustainability challenges within the Irish agri-food sector, (2) identify key knowledge gaps and competencies required to support sustainability transitions and (3) examine how these insights can inform the design of VET programmes. Design/methodology/approach Conducted as part of the Erasmus + Train to sustain project, it draws on qualitative insights from four semi-structured focus groups involving 26 stakeholders from across the agri-food value chain. Participants represented diverse perspectives, including educators, farmers, food entrepreneurs, sustainability practitioners, and policymakers. Discussions focused on four pillars of food sustainability: food waste management, food production, farming practices, and food packaging. Data were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis following Braun and Clarke’s six-phase framework. Findings Findings identified four overarching themes: (1) Educating for Sustainability: Building knowledge, awareness, and behavioural change. (2) Policy and structural supports. (3) Stakeholder engagement. (4) Innovation as a driver of transformation in the agri-food sector. The results underscore the importance of integrating sustainability across VET curricula and governance structures while fostering collaboration among educators, industry, and policymakers. Embedding transformative learning principles and systems thinking within VET can cultivate the skills, attitudes, and values essential for sustainable food systems. Research limitations/implications The study was conducted within the Irish context, and while Ireland provides a useful case for examining VET’s role in sustainability transitions, structural, cultural, and policy differences across countries may influence the applicability of these findings elsewhere. In addition, the perspectives captured reflect a snapshot in time within a rapidly evolving policy landscape. However, the study contributes to sustainability and vocational education research by highlighting the value of stakeholder-informed, qualitative approaches for understanding how sustainability competencies are conceptualised within VET. Future research would benefit from longitudinal or comparative studies examining how these competencies evolve across VET systems and national contexts. Practical implications This study identifies practical strategies for embedding sustainability within agri-food VET programmes, demonstrating how educators can integrate sustainability through experiential, sensory, and systems thinking pedagogies aligned with industry practice. Policymakers are encouraged to consider coherent policy frameworks, targeted incentives, and infrastructural supports that enable sustainable behaviour across the food system. Strengthening collaboration between VET providers, industry, and community stakeholders can support skills development, innovation, and lifelong learning, positioning VET as a key driver of Ireland’s transition to sustainable food systems. Originality/value This study contributes original stakeholder-informed insight into how sustainability competencies are understood, prioritised, and operationalised across the Irish agri-food sector. By capturing perspectives across the food system, it highlights the importance of collaboration and supports the development of education aligned with sector needs and global sustainability priorities. The research highlights how stakeholder perspectives can inform more contextually relevant approaches to VET curriculum design, policy alignment, and sustainability learning in the agri-food sector.