Luisa Sileni has a consolidated experience in the professional training sector, with a specialisation in the construction and building sector. Since 2009, she has coordinated the training activities of IIPLE Bologna, designing and managing courses for young people, technicians and professionals, with a focus on digitalisation, sustainability and safety. She has a long experience in managing funded projects and in promoting innovative courses such as the BIM Academy. She has also worked in training in the mechanical and automation fields, supporting training for local companies.
BUILD UP (BUP): How have the essential skills and competencies in construction evolved over the past decade?
LUISA SILENI (LS): Over the last decade, the construction sector has undergone a profound transformation, mainly shaped by two main forces: sustainability and digitalisation. Following the 2008 financial crisis, the sector has experienced a sharp decline in demand, particularly in the materials supply chain. This crisis has led to a shift in focus from quantity to quality, efficiency and innovation. At the same time, growing environmental awareness, reinforced by global agreements such as the Kyoto Protocol and increasingly stringent environmental regulations, has led to the emergence of new essential skills, including:
the implementation of energy efficiency and carbon reduction strategies
the integration of renewable energy sources (e.g. solar, geothermal) in building systems
the use of sustainable building materials and life-cycle design approaches
In parallel, the digital transition has radically changed the way buildings are designed, constructed and operated. The widespread adoption of Building Information Modelling (BIM) and Digital Twin technologies now requires construction professionals to develop advanced technical skills such as:
digital literacy and proficiency with industry-specific software
3D modelling and simulation for planning and visualisation
cloud-based collaboration and real-time data management
familiarity with drones, laser scanning (LiDAR), and AI-supported design tools
These technical skills are increasingly complemented by soft skills, which have become essential in a more complex and collaborative work environment. Employers now place greater importance on teamwork, communication, adaptability, and problem-solving, especially in multidisciplinary and multicultural project teams.
In Italy, although construction remains a key driver of the national economy, contributing to infrastructure development, urban regeneration, and the green transition, the sector faces structural challenges. It is still dominated by micro and small businesses, many of which are family-run, and suffers from shortage of skilled labour, particularly in technical and digital roles; demographic crisis, which reduces the pool of new workers, and lack of generational turnover, partly due to the sector's low attractiveness for young people, who often prefer careers perceived as more stable, innovative and less physically demanding.
Despite these challenges, the sector is currently experiencing a new phase of technological and ecological renewal. This opens up important opportunities for specialised professionals, particularly those trained in sustainable construction and digital methods. In this context, vocational education and training (VET) is essential not only to bridge the skills gap, but also to help redefine the identity and culture of the construction sector, making it more modern, inclusive and aligned with global transformations.
BUP: Considering the EU Pact for Skills, which specific indications do you believe should be prioritised to further enhance the existing learning and training offerings in Italy?
LS: To fully align with the objectives of the EU Pact for Skills and address the structural challenges of the Italian labour market, several key priorities need to be pursued to improve the training offer in Italy. First, it is essential to strengthen public-private partnerships. Italy should invest in the development of regional and sectoral skills alliances that actively involve businesses, in particular Small and Medium Enterprises (SMEs), together with vocational training institutions, universities, local authorities and trade unions. These partnerships must be able to co-design training programmes that reflect the real needs of the labour market, in particular in rapidly changing sectors, such as construction, green technologies, digital services and advanced manufacturing.
In this context, IIPLE is one of over 100 vocational training centres forming the national FORMEDIL system, which actively adheres to the EU Pact for Skills in the construction sector, providing useful inputs to the entire construction system.
In parallel, a country like Italy needs to broaden access to upskilling and reskilling, especially for workers in micro-enterprises, unemployed adults and vulnerable groups. To this end, the national training system should offer more flexible and modular learning opportunities, including micro-credentials and short courses focused on emerging skills. These should be accessible in blended or digital formats, allowing students to combine training with work or other responsibilities. Special attention should be paid to training in digital skills, green skills and entrepreneurial mindsets, all of which are crucial for resilience in an ever-changing economy.
Another key priority is the modernisation of vocational education and training (VET). Curricula need to be updated to integrate digital tools such as Building Information Modelling (BIM), Digital Twins and artificial intelligence (AI)-assisted design, as well as content related to sustainable construction, energy efficiency and circular economy principles. It would be extremely important to invest in training centres and laboratories equipped with immersive technologies (XR) and industry-standard equipment, enabling experiential learning and a strong connection between theory and practice.
Furthermore, lifelong learning needs to be promoted as a national priority. Italy currently lags behind the EU average in terms of adult participation in training. A national campaign is needed to raise awareness of the importance of lifelong learning, complemented by incentives for workers and employers to engage in structured training paths. In this sense, the resources of the European Social Fund and the Regions, particularly in the central-northern regions of the country, provide significant opportunities for the upskilling and reskilling of workers and people in general, as well as young people.
Finally, it is essential to support SMEs in workforce development. Simplified access to finance, mentoring for training design and cooperative training models can help bridge the capacity gap that small businesses often face. The role of intermediary bodies, such as chambers of commerce, trade associations and training consortia, should be strengthened to guide and connect SMEs to the training ecosystem.
The EU Pact for Skills offers Italy an effective framework not only to modernise its training systems, but also to make them more inclusive, responsive and forward-looking. Special attention must be paid to gender, stimulating female participation in training in the construction sector. The construction sector, in particular, continues to be strongly dominated by men and women's participation in training and employment in this sector remains limited.
BUP: Which aspects within the Italian Technical and Vocational Education and Training (TVET) ecosystem related to construction are currently underemphasised and deserve greater attention?
LS: One of the most pressing issues is the low attractiveness of the construction sector for young people. Despite ongoing digital and ecological transformations, construction is still widely perceived as a physically demanding and low-status profession, with limited prospects for career growth. This image discourages many students from considering TVET pathways in this field. To reverse this trend, it is essential to modernise how the sector is communicated to younger generations—highlighting innovation, sustainability, and opportunities linked to digitalisation and green technologies. Stronger career guidance and outreach campaigns, especially in secondary schools, are crucial to show that construction today is not only about manual labour but also about digital design, smart materials, and environmental responsibility.
Closely linked to this is the issue of gender inclusion, which remains a major gap. Women continue to be significantly underrepresented in construction-related training programmes and occupations. The sector must urgently address the gender imbalance by adopting targeted measures such as awareness campaigns aimed at female students, dedicated incentives for participation, and inclusive training environments. Promoting female role models, mentoring programmes, and adapting learning pathways to support work-life balance could help overcome persistent stereotypes and barriers.
In addition, while the integration of digital and green skills has begun in some training centres, there is still a lack of uniformity and scale across the country. The adoption of technologies such as BIM, digital twins, extended reality (XR), and AI-supported design needs to be systematically embedded in curricula, along with core knowledge of sustainable construction, energy efficiency, and circular economy practices. Investments are needed to modernise training infrastructure, update teaching materials, and train educators to deliver these new contents effectively.
Another critical area is the recognition of prior learning. In a sector that employs many experienced but uncertified workers—including migrants and older adults—Italy still lacks a strong and accessible system for validating non-formal and informal skills (Recognition of Prior Learning – RPL). Developing a structured national framework for RPL would improve mobility, formal qualification, and workplace safety, while valuing the knowledge that workers already possess.
The work-based learning component of TVET also requires greater attention. While high-quality apprenticeships exist in some regions, many small and medium-sized enterprises (SMEs) are not sufficiently involved in the training system, due to limited resources, bureaucratic complexity, or lack of support. Simplifying procedures, increasing financial incentives, and strengthening the role of intermediary bodies, such as trade associations and training consortia, could make it easier for SMEs to host apprentices and collaborate with training institutions.
Equally important is the issue of territorial disparities. Italy faces a strong north-south divide in terms of training opportunities, infrastructure, and access to innovation projects. Many rural and southern areas lack adequate TVET facilities, regional investment, and alignment between training and local labour market needs. Addressing this imbalance is crucial to ensure territorial equity and the development of skills in all parts of the country. The culture of lifelong learning in the construction sector remains weak. Participation in adult training is below the EU average, and many workers do not engage in continuous professional development. To change this, training must become more accessible, modular, and compatible with work and family life. Digital and blended learning, supported by ESF+ and regional funds, could play a key role in broadening participation among adult learners.
BUP: What technologies are currently employed to deliver high-quality and engaging learning and training experiences, particularly for junior learners?
LS: To provide high-quality, engaging learning experiences for young students, particularly in construction vocational education and training (VET), a growing number of innovative technologies and hands-on methodologies are being used to make training more immersive, realistic, and skills-oriented. One of the most effective approaches is the use of Living Labs, physical and digital environments in which students participate in realistic simulations of work processes. These labs often feature mock-ups and micro-construction sites that replicate real-world building environments, allowing students to practice technical tasks in conditions that closely mirror those of the real world. Within these spaces, students actively participate in activities such as assembling structures, managing workflows, interpreting technical drawings, and using equipment safely. There is a particular emphasis on safety training, which is integrated directly into the lab experience. Through supervised activities, students learn to recognise, assess and manage risks, acquiring essential occupational health and safety skills from an early stage. Learning by doing in safe, simulated environments significantly improves student awareness and retention. This hands-on approach is especially beneficial for younger trainees unfamiliar with construction sites.
Additionally, some training centres, including IIPLE, are adopting Virtual Reality (VR) and Augmented Reality (AR) solutions to further enhance engagement and understanding. AR is used to simulate complex or dangerous scenarios that would be difficult or dangerous to recreate in physical settings. These technologies are particularly effective with young learners, who are typically digital natives and highly responsive to interactive, visual, and gamified learning experiences. An example is TEXIVOS, a pilot project developed in the framework of the XR4ED (Extended Reality for Education) Horizon Europe project.
A distinctive strength of this training model lies in the quality and profile of the teaching staff. Courses are delivered by highly qualified instructors who alternate between professional practice in the field – at construction sites, architectural firms, and construction companies—and teaching in vocational training contexts. This dual expertise helps keep training content up to date, relevant, and closely aligned with real-world practices. For young learners, this represents a significant added value, as they benefit not only from up-to-date technical knowledge but also from the insights and hands-on experience of professionals who are actively engaged in the industry. To support this model, it is crucial to invest in continuous training for trainers, ensuring that they remain connected to evolving practices and technologies. In this regard, the Erasmus+ programme offers an excellent opportunity to foster international exchange, peer learning, and cross-border innovation in teaching methodologies.
BUP: What initiatives are currently supporting the upskilling and reskilling of construction profiles at a national and European level?
LS: At both national and European levels, several strategic initiatives are actively supporting the upskilling and reskilling of construction professionals, in response to the sector’s rapid transformation. The ongoing green and digital transitions, coupled with evolving labour market demands, make it essential to invest in continuous learning pathways that enhance safety, sustainability, innovation, and inclusion across the construction workforce.
At the European level, one of the most important instruments is the European Social Fund Plus (ESF+), which represents the EU’s main funding tool for investing in people. The ESF+ supports lifelong learning, vocational training, and employment initiatives, with the aim of improving access to quality jobs, fostering social inclusion, and reducing skill mismatches. In the construction sector, ESF+ funding plays a crucial role in enabling training for unemployed individuals, supporting upskilling of low-qualified workers, and enhancing digital and green competencies through regionally managed programmes.
Beyond individual learning paths, the ESF+ also contributes to the modernisation of VET systems, the creation of inclusive training environments, and the development of strategic partnerships between training providers, enterprises, and local authorities. In Italy, ESF+ co-finances many regional initiatives that directly benefit construction workers by supporting courses on occupational safety, energy efficiency, BIM, and other in-demand skills aligned with the European Green Deal and Digital Agenda.
At the national level, Italy is also deploying substantial resources to support workforce development through its National Recovery and Resilience Plan (PNRR). As part of the country's post-pandemic strategy, the PNRR allocates targeted investments in training for the green and digital economy, with a strong focus on the construction sector. These investments aim to strengthen the connection between VET centres and enterprises, promote the digital transformation of training infrastructures, and expand access to hands-on, applied learning opportunities, including those linked to Industry 4.0 technologies.
Complementing these efforts are the ITS (Istituti Tecnici Superiori) and IFTS (Istruzione e Formazione Tecnica Superiore) programmes—post-secondary vocational pathways that are increasingly aligned with the real-world needs of the construction industry. These programmes focus on areas such as energy-efficient building, BIM, smart infrastructure, and construction site management, and are developed in close collaboration with businesses to ensure that learners gain practical, job-ready skills.
Another cornerstone of Italy’s VET ecosystem is the network of Joint Territorial Bodies (CPTOs) and the national construction training organisation FORMEDIL. Through these structures, a wide range of sector-specific training initiatives are delivered across the country. These cover crucial topics such as workplace safety, green construction techniques, use of digital tools, and professional development, addressing the needs of both new entrants and senior professionals.
BUP: Could you highlight two best practice examples from initiatives you've been involved in with international partners?
LS: One relevant example of international collaboration is the CONCRETO project, co-funded by the Erasmus+ programme. The initiative brings together 13 partners from 5 European countries with the aim of promoting the green rehabilitation of modern concrete architecture. Among the vocational training providers involved, IIPLE contributes to the development of a learner-centred apprenticeship model that combines online learning, hands-on workshops, and fieldwork on heritage buildings such as the UNESCO site in Ivrea. This format offers students—particularly those in initial vocational training—opportunities to develop technical and transversal skills through participation in international, practice-based activities. The project demonstrates how European cooperation can help improve the relevance and quality of VET systems.
Another example is the REBUILD project –Capacity Building Program for Sustainable Reconstruction- also funded by Erasmus+ under the CB-VET action. Coordinated by IIPLE, the project involves 13 institutions from EU and non-EU countries, including Italy, Austria, Poland, Ukraine, Moldova, and Georgia. REBUILD focuses on strengthening vocational training systems in post-crisis contexts by sharing knowledge and practices related to EU regulations, access to funding, sustainable construction techniques, and digital technologies such as BIM and Digital Twins.
The initiative promotes peer learning and collaboration between European and neighbouring countries, supporting the green and digital transition through training for trainers and institutions. Partnerships with universities—such as the University of Bologna, the Technical University of Moldova, and the University of Perugia—contribute to the scientific and pedagogical quality of the programme. These exchanges not only support capacity building in third countries but also offer opportunities for mutual learning and continuous improvement in vocational training practices.
