Recent decades have seen rapid developments in demography, technology and mind setting in connection to sustainability with significant changes in business, society and the economy. These developments have a direct impact on the effective and efficient demand and usage of resources as well as on the legitimacy aspects of digitalization, globalization, technology and demographic development. The developments in cross-national labour mobility, digital learning and demand-orientated micro credentials have impact on the learning provision of the educational institutes in different nations. The usage of new technologies enables digitalization of the educational process and all participants in the educational system. This is significant because it enables the individualizing of the teaching process and the decoupling of theoretical knowledge acquisition as well as the application of this knowledge to situations in the real world, which is of vital importance, especially for engineering, vocational education and training (VET). It is widely recognized that digitalization presents both challenges and opportunities for VET; however, there is little known about impacts of digitalization on opinion and perception of educational staff towards digitalization on VET. The aim of the study is to identify how the educational staff feels about the achievement of the implemented measures of digitalized vocational education and training and to characterize key demands for adjusting measures implemented. The results of the study - closed questionnaire survey of focus group and observation were used which showed that new trends in digitalized VET is a challenging task for the educational staff and the institutions, but indicates also recommendation and direction for further developments.