Challenges and Innovations in Implementing Dual Mentorship for ESD: A Global Comparative Analysis

This study examines dual mentorship as a mechanism for integrating Education for Sustainable Development (ESD) into vocational education and training (VET). The phrase ’global comparative analysis’ is defined as a documentary comparison based on verifiable policy, statistical and peer-reviewed sources rather than as a new primary statistical survey. EU and Cedefop materials provide the main policy and data benchmark; Ukraine is treated as a contextual application case; and Asian evidence, including two publications by Shinawatra University-affiliated scholars, is used only where it directly supports work-based learning, industry-education cooperation and teacher digital readiness. The study uses authoritative sources from UNESCO, UNESCO-UNEVOC, the Council of the European Union, Cedefop, ILO, OECD, ETF, Eurostat and peer-reviewed studies. It proposes a dual mentorship framework linking institutional mentors and workplace mentors through green work tasks, learner protection, digital portfolios, joint assessment and quality assurance. Secondary data from Cedefop and Eurostat illustrate work-based learning exposure and enterprise training capacity. The findings show that dual mentorship can support ESD-oriented VET when mentor roles, workplace evidence, sustainability competencies and employer responsibilities are clearly documented.