"The EU 2020 strategy promotes digital literacy, as does the 2013 Grand Coalition for Digital Jobs. The EU Lighthouse Initiative calls for more ICT-oriented qualification (corresponding curricula at all levels of VET). In the area of work-based learning, Digi4VET is closely linked to the efforts of the European Training Alliance and the Riga 2015 Conclusion, which calls for systematic approaches to the professional development of company trainers and teachers in work process environments become. EU policies respond to the evolution of digital technologies, as they transforming many areas of daily life. There is a need for areas where digital technologies can meaningfully complement existing activities. This particularly concerns learning in the process of work, since the need for digital skills is not immediately reflected in the professional development of teachers and trainers. This can lead to loss of authority and a deterioration in the quality of training. Further influencing factors are the recent and medium-term changes in job profiles in Germany, in the field of industry, trade and commerce. The aim is to anticipate the technological changes in the respective training regulations. The fundamental element is that the corresponding digital competences must be conveyed in a sector-specific manner so that trainers / teachers can keep up with the technological, educational and social development of the working world. The cross-border project ""Digi4VET - Qualification Requirements (company) trainers andVET teachers, in the frame of a developing Industry 4.0, Craftsmanship 4.0 and Trade 4.0"" will develop and test selected contents for the use of AR / VR / MR / 3D printing in teaching und learning processes in the field of chemistry, painting and floristry. The goal is to achieve a measurable increase in motivation among learners as well as to provide trainers and teachers with a new teaching method so that they can visualize especially complex issues. This is a contribution to a VOCATIONAL TRAINING 4.0. The qualification includes dealing with augmented reality (chemistry), virtual reality (painting trade) as well as mixed reality and 3D- printing (floristry). These new technologies have great potential as they enable new forms of teaching and learning. These new teaching and learning methods require appropriate teaching and learning concepts and contents, which are not available yet, to provide teachers and (company) trainers with the relevant skills. Only then appropriate application scenarios are conceivable in vocational education. There is pressure to act in particular for the job profile of the chemical operator, since from the 3rd quarter of 2018 content such as: digital work as well as company and digital communication will be added. A transnational online survey (2018) of the Digi4VET consortium, among 24 teachers / trainers revealed (ANNEX I) that 82%, are interested in thematical AR / VR / MR and 3D printing contents . They also claimed interest for relefant concepts for the use in the classroom and in the company. Since these are new technologies, they mostly prefer ready-made teaching and learning materials and demonstrations. Digi4VET will provide for (company) trainers and teachers: - Blended learning course for the use of AR / VR / MR and 3D printing in teaching and learning processes in the company/training institution - Training for use and content creation on various AR / VR / MR and 3D printing hardware - Object Database for Royalty-Free Use of Objects in the classroom (Augmented Reality, Mixed Reality, 3D Printing) - Best practices use in the field of chemistry, floristry and painters trade - Didactical guidelines for the use in the company and in the classroom Only the cross-border cooperation allows an EU-wide application in different sectors, as it explicitly addresses the needs of teachers / company trainers as well as students / trainees, regardless of the type of vocational training system of the partner countries in Digi4VET. The professional development of teachers / trainers is compared between the different industries. This would not be possible without the participation of institutions, in particular from DE, NL and BE."