In this PhD project, you will conduct interdisciplinary research focused on co-creating, implementing, and evaluating innovative vocational training programs for the circular economy. Your research will explore how collaborative design processes—involving educators, industry experts, and policymakers—can develop high-impact, demand-driven learning approaches that bridge theory and practice. You will investigate variegated approaches to challenge- and work-based learning and their effectiveness in fostering circular economy competencies among learners, while also examining the role of micro-credentials in recognizing and validating these skills. Additionally, you will analyze how regional contexts and stakeholder dynamics influence the adoption and scalability of these training programs, contributing to theoretical frameworks on sustainability education, vocational training innovation, and systemic transitions to a circular economy. Your findings will inform policy recommendations, pedagogical best practices, and industry strategies, ensuring that your research not only advances academic knowledge but also drives real-world change in VET systems and regional economic development.

Co-Creating Research-Based Circular Economy Training Programmes

You will play a central role in designing and validating 12 modular training programmes (EQF levels 5–8) that equip learners with the skills needed to drive circular economy transitions in key industries. These programmes will be grounded in and informed by research on Challenge-Based Learning, using real-world challenges as a starting point to bridge theory and practice.

The training programmes will be developed through a co-creation process with industry partners and educational institutions, ensuring both relevance and impact.

The key industries include:

• Manufacturing.
• Construction.
• Resource Management.
• Digital/Technology.

Leading Stakeholder Engagement and Co-Design Workshops

You will facilitate and analyze a series of transdisciplinary VET co-creation workshops, bringing together:

• VET educators (to ensure pedagogical rigor).
• Industry experts (to validate real-world relevance).
• Regional policymakers (to align with Smart Specialisation Strategies, S3/S4).

Building Capacity for VET Teachers and Industry Mentors

You will help design and deliver a capacity-building program (i.e. train the trainer) for VET teachers and industry mentors, with Challenge-Based learning as the central pedagogical approach focusing on:

• Designing and facilitating Challenge-based learning experiences and methodologies .
• Integrating technical and business skills in circular economy education.
• Industry immersion experiences to strengthen teacher-industry collaboration.

Other tasks of the PhD candidate

• Publish and present your work at international conferences and scholarly journals.
• Engage in teaching activities as part of your doctoral training.
• Complete and defend your PhD thesis within four years.

This PhD position is ideal for a curious, interdisciplinary thinker who wants to explore how education can catalyze systemic change toward sustainability. Your research will bridge theory and practice, investigating pedagogical innovation, stakeholder collaboration, co-creation of educational programmes, and the role of VET in sustainability transitions. You will take a leading role in the RECEBA consortium by working at the intersection of education, industry, and policy -partners in the consortium. You will have opportunities to publish your research in journals, present at international conferences, and influence EU-wide VET strategies of the future.

Qualifications

• A (Research) Master’s degree in Pedagogical sciences, Business & management, Entrepreneurship, or a closely related field.
• A keen interest in sustainability, circularity/circular economy and innovation in education.
• Experience in academic writing.
• Strong analytical thinking and creativity and openness to exploring innovative pedagogies and pedagogical tools
• Fluency in English, demonstrated by an English proficiency test. See this link for more details.
• Good proficiency in Dutch or willingness to learn.
• Excellent and demonstrated organizational skills and a collaborative spirit.

At the University of Groningen (UG), researchers from all fields of academia and technology are working on academic challenges and societal questions. Lecturers prepare their students for meaningful careers within or outside the academic world. Interdisciplinary research and teaching, sharing of knowledge, collaboration with businesses, government institutions, and societal organizations are aspects that are of the utmost importance to this European top university. The UG aims to be an open academic community with an inclusive and safe working climate that invites you to add your value.