Abstract:

The Offshore Renewable Energy (ORE) is a rapidly expanding sector, marked by technological innovation and a growing demand for highly skilled professionals. In Spain, vocational education and training remain largely generic, with no formal programs specifically addressing offshore environments. This gap limits the workforce skills and competences, which emphasizes the need for specialized curricula aligned with industry requirements. Within the SHOREWINNER Project, which connects five European Centers of Vocational Excellence (CoVEs) from 5 countries (Spain, Italy, Portugal, Greece, and Cyprus), different strategies were developed by the Spanish CoVE in order to collect information within the Spanish context to foster collaboration among key stakeholders such as industry representatives, educators and students. The ultimate goal was supporting the future development of a curriculum aligned with the needs and expectations of both the educational system and the labor market.

With the described aim, a VET Excellence Workshop was organized in Vigo to explore how collaborative strategies can shape vocational excellence in this emerging field. This workshop was designed as a structured and participatory process deeper than a conventional consultation. Its purpose was to identify skill gaps and validate a roadmap for developing training aligned with the ESCO occupation for renewable energy technicians. Fifty-four participants, including teachers, students, and industry professionals, engaged in a hybrid format combining face-to-face and online interaction. The methodology integrated moderated discussions, visual ideation techniques, and digital tools such as Miro to replicate collaborative panels online. Participants rotated through thematic panels addressing improvements in vocational provision, skills relevant for labor market, and opportunities for international cooperation. Outputs were consolidated and validated through interactive evaluation using Mentimeter, ensuring that data collection was systematic and inclusive.

Findings highlighted technical gaps in hydraulics and offshore safety, among others. Although it was not an explicit topic, the collaborative methodology encouraged participants to share social and geographic barriers, such as a lack of public transport and mobility difficulties, demonstrating that the approach not only generated detailed technical insights but also created a safe space for discussing broader accessibility challenges.

This experience demonstrates the value of collaborative design in aligning education with industry needs. The methodology enabled an in-depth exploration of needs that would not have been achievable through larger-scale approaches such as surveys. The structured and participatory design fostered active engagement from all attendees, ensuring that every voice was heard and that contributions were meaningful. This dynamic not only generated extensive and detailed insights but also strengthened participants’ sense of involvement in the process. The approach combines stakeholder engagement with a clear structure, ensuring that curricula stay relevant, inclusive and adaptable to technological change. Its design makes it easy to replicate in other emerging sectors where skills evolve quickly, offering a practical model for vocational training that values innovation and inclusivity.

Keywords:

Vocational Education and Training, Offshore Renewable Energy, Industry-Education collaboration.