The purpose of this study is to examine how transitions from higher vocational education (YH) to university studies can contribute to sustainable societal development. Specifically, the study explores how this educational pathway influences individual competence development, broadens access to higher education, and strengthens the capacity to promote a sustainable working life. The research was conducted as a qualitative multiple case study in Sweden and Norway. Semi-structured interviews were carried out with representatives from vocational education providers and governmental agencies. Additional data were collected from secondary sources, including written reports, official websites, and public inquiries. This methodological approach was selected to capture diverse perspectives and contextual differences across national settings, and to investigate how institutional practices and policies influence the transition from vocational to university-level education in the context of sustainable development. A thematic analysis of the interview data was subsequently conducted. A key finding of the study is that there are national differences and only a few universities in Sweden currently offer structured opportunities for further studies to graduates of YH programs. Nevertheless, there are notable examples of successful collaboration between vocational education providers and universities. The findings suggest that the closer and more institutionalized the cooperation between these two sectors, the easier it becomes to create viable and effective transition pathways. These transitions enable individuals with vocational training to deepen their practical expertise through theoretical and research based knowledge. Moreover, transitional pathways increase accessibility for non-traditional learners, including those without the formal qualifications typically required for university admission. This contributes to social equity and inclusion—central pillars of social sustainability. An educational system that fosters collaboration between YH and universities contributes to building a more adaptive and resilient society. It facilitates career mobility and allows individuals to respond to changing labour market demands without the need to restart their educational journey from the beginning. The university’s emphasis on research, theoretical frameworks, and critical thinking complements the hands-on, practice-oriented nature of vocational education. Learners transitioning from YH touniversity often bring valuable work experience, which can enrich academic environments and foster more applied research and innovation. Together, these synergies support a lifelong learning system capable of addressing the evolving demands of sustainable development.