Bridging education and business: The transformative impact of dual learning in Italy's VET system

Context: ITS Academies (Istituti Tecnologici Superiori – Higher Technical Institute) are Italy’s main model of tertiary vocational education, aiming to bridge the gap between formal learning and the labour market. Despite their expansion, limited attention has been given to the pedagogical and boundary-crossing processes that underpin learning and innovation in these dual systems. Approach: This qualitative case study draws on 23 semi-structured interviews with students, tutors, and teachers across three Italian regions. It explores how dual learning experiences foster boundary crossing, focusing on learners as “transition figures” who mediate knowledge, navigate institutional divides, and contribute to workplace change. Findings: Under specific pedagogical and organizational conditions, ITS students apply theoretical knowledge, support innovation, and adapt workplace practices. Yet boundary crossing is uneven: some students face marginalisation due to weak mentorship, rigid hierarchies, or misaligned expectations. Conclusions: ITS Academies can enable meaningful cross-boundary learning, but this is not guaranteed. The effectiveness of transition figures depends on strong mentoring, institutional alignment, and relational support. Real transformation requires not only integration, but intentional design of boundary-crossing conditions.