Purpose The article focuses on the life space experiences of students in the Vocational education and training (VET) transition in Norway. We explore a conceptual framework that recognises how social structures affect students in VET and how overlapping fields and organising interact with students' life space. Design/methodology/approach Through Group interviews, we examine students' perceptions of challenges and opportunities in a local VET program. We conduct a narrative analysis and discuss the social structure of students' life space in terms of possibilities and constraints. Findings The structure provided by the local VET field is intertwined with various forms of capital, enhancing students' life space and informing their vocational choices. The interplay of social dynamics and educational practices shapes students' transition in VET, underscoring the need for supportive environments that encourage personal connections and professional growth. The synergy is essential in guiding students towards their goals, ensuring a successful transition into their future vocations. The challenges of finding like-minded peers can hinder students' social development and learning, impacting their overall satisfaction and engagement in the educational environment. Originality/value From the standpoint of life space experience, social interaction in VET transition plays a critical role in shaping students' identities and encounters. Teachers facilitate this by imparting knowledge with practice, fostering creativity and allowing students to develop problem-solving. The intrinsic value of craftsmanship –rooted in informed judgement and task immersion – contributes to a sense of pride and accomplishment.
Knutas et al. (Mon,) studied this question.