| Summary: | In the COVID-19era, the traditional classroom was replaced by theelectronic whiteboard, revealing a gap betweenacademic, profes-sional, and work training. The goal of this project was to answer thisquestion: Are there significant differences between the knowledgemanagement published in the literature regarding to the observationsofthepresentstudy?Toanswerthisquestion,aqualitativeexploratorystudy was carried out with in-depth interviews and discourse analysisofthreeparticipantsinaprofessionaltrainingnetwork.Thecategoriesof training, knowledge, innovation, and entrepreneurship were estab-lished as axes of the training agenda. A structure of categories andindicatorswasfoundthatexplainthedifferencesbetweenthetrainingmodels.Inrelationtotheliteratureconsultedthathighlightsthetransfer of knowledge between actors, the importance of technologies,devices,andnetworksforestablishingcompatibilitybetweentrainingdemandsandinstitutionalandorganizationalresourcesisdiscussedinboth,thecheckedliterature,andthepresentstudy.
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