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The impact of globalization on TVET is unprecedented. Changing in the social and economic landscapes has transformed the theory-practice nexus in TVET teacher education. Another revolution is needed to transform TVET system and to prepare TVET graduates for the 21stcentury realities. Drawing on the sustainable development goals, TVET must focus on the whole learner – morally, intellectually, physically, socially and aesthetically. In the new economic era, digital intelligence, multi-literacies, innovative and inventive thinking and enterprising are keys to the 21st century TVET model. Authentic learning typically focuses on solving real-world and complex problems using role-play exercises, problem-based activities, gamification, case studies, and active participation. The emergence of digital learners has changed the teaching-learning paradigm. Gen-Zs take advantage of the enormous resources of the cyberspace by using digital technologies to create something innovative and impressive. The social learning environments are inherently multidisciplinary, thus, authentic learning could be a dynamic tool to enhance learning and to provide opportunities for students to engage in higher-order thinking and active learning. Economic, social and technological advancement poses many challenges to TVET educators. Hence, TVET educational leaders need to focus on seeking new innovative models of TVET teacher education, pedagogy and learning, and support services. World-class TVET teacher education program could attract best students. In order to raise teachers and students’ competencies and standards, it is not enough to declare high performing schools; it is critical to develop thinking and well-rounded students who are the future high performing thinkers and innovators. For the innovation culture to flourish, granting flexibility and autonomy is a way of moving forward. To be competitive and sustainable and to gain international recognition, Asia Pacific countries need to develop transnational standards for TVET teacher education and training with a multidisciplinary and innovative orientation. To be resilient, Asia Pacific region needs a dynamic and sustainable TVET teacher education framework or a roadmap for producing quality TVET teachers in the context of sustainable development. Finally, the future education will be more digitized, interactive, personalized, multidisciplinary, and innovative.