The five articles in this special issue present studies focusing on two key aspects of vocational education and transitions in the Nordic countries in relation to social justice: (a) impacts of policies and reforms on transitions and (b) content, practices, curriculum and equality. Collectively, the articles outline important similarities and differences between the countries and contribute, inter alia, to our understanding of the 'academic-vocational divide', the impact of neo-liberal steering on vocational education and transitions. They also develop bridges between different empirical contexts and theoretical 'languages' that may help efforts to understand and contextualise the current development of vocational education and transitions in the Nordic countries.