Conditions of vocational learning are influenced by technological conditions worldwide. Not only in Central Asia vocational teachers are faced with the challenge of using digital media extensively in vocational teacher training and vocational school, or to allow and support its usage. Most recent media concepts such as BYOD (bring your own device) or OER (open educational resources) represent only some aspect of comparatively extensive development dynamics. Industry itself does trigger further dynamics in the context of the so-called 4.0-metaphor and the respective new production technologies. While previous approaches by the author were developed together with other authors and did focus in the idea of the instrumental conflict (Marquet P, Köhler T. The empowerment of users: rethinking educational practice online; In: Hagen L et al REDA. Springer, Berlin, 2017) as well as the role of open education in the school sector (Köhler T. Neue Medien – in Lehrerausbildung und Schule. In: BAK Hefte 1/2017 zur 50. BAK-Tagung „Medien in Schule und Lehrerbildung“ Leipzig, 2017). Neue Medien – in Lehrerausbildung und Schule. In: BAK Hefte 1/2017 zur 50. BAK-Tagung “Medien in Schule und Lehrerbildung” Leipzig), this paper goes beyond in its focus on the vocational domain. In order to develop an understanding of the meaning of such considerable change, the article first discusses the need for instructional design methods, based on the way the user learn. However, what are the specific conditions of online and digital education in the vocational context? While introducing several meaningful concepts, the author as well tries to detect some theoretical approaches that allow a wider perspective. Among that the instrumental conflict, an extension of the instrumental genesis theory to learning situations supported by ICT (Information and Communications Technologies), is a useful theoretical approach. Also the idea of didactic design embedded into the most recent information technological developments is applied which helps toward a better understanding of the interface between professional educational practice and independent online learning behaviour, both in clarifying structures and processes of online education. Both approaches allow reflecting the embedding of an educational practice into the industrial configuration of our era. In the final section, authors introduce the following chapters and subsections of this book and their relevance in the context of technical vocational education and training (TVET) and explain why those design-oriented research approach fits best the need of a rapidly developing domain not only in the region of Central Asia.