Discussions on vocational education systems highlight the importanceof transversal competences, defi ned as essential skills for eff ectiveaction across diverse contexts (Hart et al., 2021). Traditionally, Vocationaland Professional Education and Training (VPET) aimed to produceprofessionals capable of responsible decision-making in both routine andunexpected situations (Cheetham & Chivers, 1998; Schoen, 1983; Winch,2022). However, rapid changes in professional contexts and global challengesnow demand innovative solutions, making the replication of proceduresinsuffi cient (Lotz-SIsitka et al., 2024; Plata & Addimando, 2023).In this context, fostering students’ capacity to argue, explain reasoning,and adopt a critical stance is crucial for developing durable professionalcompetence adaptable to changing scenarios.Dialogic teaching enhances critical refl ection, decision-making, andinnovation within curricular learning (Alexander, 2019; Mercer et al.,1999; Rojas-Drummond et al., 2006; Teo, 2019; Wegerif, 2013). It is particularlysuited for developing transversal skills vital in uncertain, rapidlyevolving contexts, though its application in VPET is still limited.This study explores the use of a dialogic teaching approach by selectedVPET teachers through two pilot professional development courses. TheToolkit for Systematic Educational Dialogue Analysis (T-SEDA) (T-SEDACollective, 2023) was chosen for its practical orientation and adaptability.The study investigates its use in VPET contexts, addressing the researchquestion:How does T-SEDA support VPET teachers in fostering transversal skillsthrough educational dialogue?Key findings from pilot courses are presented.A contribution is made to discussions on the promotion of critical thinkingand argumentation in VPET by showing how T-SEDA supports teachersin designing instructional practices that develop students’ ability toactively seek others’ perspectives, ask questions, articulate ideas verbally,draw connections, express agreement and disagreement, and justifytheir viewpoints, while pursuing subject-related teaching goals. Areas fordevelopment are also highlighted, in particular the need to further supportVPET teachers in tailoring T-SEDA tools for monitoring subject-specific learning objectives.