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Electric mobility is a modern and up-to-date scientific subject with a significant impact on the fields of research, industry, economy, environment and certainly society. Therefore, is obvious the need of comprehensive and effective teaching of the specific subject, focusing attention on Secondary Education with an emphasis on Vocational – Technical Education and on territories that will staff corresponding professional working positions in the future. Through a quotative pilot research that concerns Technical Education teachers in the 2nd and 3rd class of Vocational School, in the Department of Mechanical Engineering and the field of “Technicians of Vehicles” – as representatives of school units – as well as, graduates of the specific expertise, are analyzed the skills, the preferences, the needs and the learning outcomes of the students in relation to the chosen and implemented teaching approaches in the classrooms and laboratories on the teaching subject of Electric Mobility. All the necessary data for the valuation of the current situation, have been collected through research, as well as the Greek and International bibliography. Then, an afford was made, to elaborate an integrated framework of teaching methods and practices that will be able to meet students’ special needs together with the teaching requirements of the subject of Electric Mobility in the sector of Vocational Education. The purpose of this framework is to contribute to addressing the problems and limitations noted during the teaching processes and help students to approach the subject more easily and effectively conceptually and scientifically. Then, the analysis of advantages, weaknesses, opportunities and threats (SWOT Analysis) of the proposed teaching subject is conducted, taking into account the unique characteristics of the subject, the educational environment and the students. The application of this method intents to identify the parameters that influence and contribute to the successful application of Electric Mobility teaching, constituting a helpful tool for the selection of effective teaching strategies. Finally, the dissertation concludes with the evaluation of the obtained results, as well as, the submission of proposals for further research