"The EU 2020 strategy promotes digital skills, as does the 2013 Great Coalition for digital jobs. The EU lighthouse action calls for more ICT-oriented qualification (appropriate curricula at all levels of vocational education and training). In the area of work-based learning, AR4VET is closely linked to the efforts of the European Training Alliance and the so-called Riga Conclusion of 2015, which require systematic approaches to the professional / professional development of company trainers and mentors in work-process-oriented environments become. The EU's strategies help to transform digital technologies into almost every aspect of everyday life. Especially teachers / (company) trainers as well as trainees need the appropriate skills for the correct handling of these new technologies. Technological development often outpaces the development of the required skills among company trainers and teachers. There is a particular need for activities where digital technologies complement existing activities. This applies in particular to the field of work-based learning, since here the need for digital competences is not immediately reflected into the professional development of teachers and trainers. This can lead to a loss of authority and a deterioration in the quality of the training. Teachers and trainers in particular need digital skills to keep pace with technological, educational and social developments in the world of work and society. The transnational project ""Augmented Reality for Vocational Education and Training"" (AR4VET) develops and tests concepts and selected content for the use of extended reality in teaching and learning processes with the aim of a measurable motivation increase among learners as well as to provide teacher and company trainers with a new teaching method, in order to be able to visualize complex situations in particular. This is a contribution to VOCATIONAL & EDUCATIONAL TRAINING 4.0. Augmented Reality is a novel technology with great potential. This new teaching and learning method requires concepts and content to convey competencies to teachers and to company trainers. Thus, further application scenarios are conceivable. So far, however, there is a lack of relevant, industry-related content for teaching and learning in the process of work. For chemistry, automotive engineering, architecture and IT, the use of AR in vocational training has not yet been tested. The use of AR in the teaching and learning process is a didactic innovation, which is technologically induced, and should lead to a didactic transformation or to a user-centered orientation in the classroom and in the company. AR encourages the inclusion of other target groups. A transnational online questionnaire (2017) of the AR4VET consortium, among 45 teachers / trainers (see ANNEX I), found out, that over 80% of them are interested in subject-related AR-content and concepts for use in the classroom or in the company. Because AR is a new technology, they prefer mainly demonstrations / videos, or finished teaching and learning materials. AR4VET will be provide to (in-company) trainers and teachers: - Blended learning course for the use of AR in teaching and learning processes in the company as well as vocational school - Training for use and creation of content on various AR hardware (e.g., Microsoft Hololens) - Object database for license-free use of objects in class - Best practices use in chemistry, automotive, IT and building visualization - Guidance for use in the company and in the classroom Cross-country co-operation allows an EU-wide application in different sectors as the needs of teachers / company trainers and pupils / trainees are addressed, irrespective of the type of vocational training system of the partner countries in AR4VET. The professional development of teachers / trainers is compared between the different sectors. This would not be possible without the participation of facilities from DE, NL, FI, SL and CY."