<![CDATA[Background: The shift in demand for a workforce suited to the green economy has shifted the responsibility of vocational education toward producing graduates ready to contribute to the development of green jobs and industries. However, teachers of Generation Z face serious challenges in effectively managing green learning despite this need. This study aims to investigate the practices, challenges, and determinants of adopting green learning management by Generation Z teachers in vocational education in Indonesia Method: This study was qualitative in nature and employed a multi-case study design. The research subjects were 12 Generation Z teachers from 4 vocational schools with the Adiwiyata program that has been implemented for at least 4 years. Data collection was done through semi-structured interviews, field observations, and document analysis. Data were analyzed using qualitative thematic analysis based on Miles and Huberman's concept, which involved open, axial, and selective coding. Result: Green learning is implemented through learning orientation, contextual and project-based models, and multi-stakeholder roles. However, conceptual constraints, a lack of professional development, and inflexible curriculum structures limit its implementation. Also, its management is greatly influenced by individual, institutional, and work-demand factors. This indicates a gap between the theory of sustainability and classroom practice and the need for systemic alignment. Conclusion: With that in mind, to achieve green learning effectiveness, vocational education needs integrated curriculum reform, improved teacher capacity, and collaborative governance to support sustainable vocational education.]]>
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