Purpose This study systematically analyzes the global research landscape regarding the role of vocational education in the sustainable transition. Specifically, it maps publication trends, identifies key themes, and determines the structural relationship between vocational interventions and the development of green employability. Design/methodology/approach The study employed a systematic literature review (SLR) and bibliometric analysis. Data were extracted from the Scopus database covering a comprehensive period from 2007 to September 2025. The analysis was performed using the Biblioshiny (R-bibliometrix) application to generate trend topics, word clouds, and thematic maps, ensuring a robust evaluation of the vocational education landscape. Findings The analysis of publications from 2007 to September 2025 reveals a significant transformation in vocational education research, moving from general employability to specialized green and digital competencies. Key findings indicate that “green skills,” “TVET,” and “sustainable development” have become the dominant research clusters in recent years. Furthermore, the results highlight a surge in interest regarding the circular economy and Industry 5.0 integration within vocational systems as of late 2025. Research limitations/implications Data collection was limited to Scopus and articles published up to September 2025. Consequently, data for the full year of 2025 is incomplete, which serves as a limitation for the trend analysis of that specific year. Originality/value This study addresses a gap by offering a novel “Driver-Mediator-Outcome” conceptual framework. This framework integrates fragmented global studies into a cohesive structure, demonstrating how global policies drive TVET interventions to produce a green-ready workforce, providing a practical roadmap for policymakers and educators.
Pianda et al. (Mon,) studied this question.