This article examines the pedagogical foundations and effectiveness factors of implementing dual education. The relevance of the topic is determined by the growing demand for educational models that can reduce the gap between formal instruction and labour-market requirements, strengthen students’ professional competence, and ensure smoother school-to-work transitions. The purpose of the study is to identify the core pedagogical principles underlying dual education and to determine the factors that most strongly influence its effectiveness in contemporary vocational and higher professional education. The research is based on theoretical analysis, comparative interpretation, and synthesis of scholarly and policy sources devoted to work-based learning, apprenticeships, and dual vocational education and training. The findings show that dual education is pedagogically grounded in the integration of theory and practice, competence-based learning, contextual acquisition of professional experience, social partnership, reflective learning, and the continuity of assessment across learning venues. At the same time, the effectiveness of dual education depends not on the formal alternation of school and workplace alone, but on the quality of coordination among educational institutions, employers, teachers, and workplace mentors. The article argues that curriculum alignment, the pedagogical preparation of in-company trainers, clearly regulated learning outcomes, fair assessment, and institutional adaptability are decisive conditions of success. It is concluded that dual education should be understood not as a mechanical organizational model, but as a pedagogically designed ecosystem in which learning in educational institutions and learning at the workplace form a coherent developmental process. The results may be used in improving vocational education policy, programme design, teacher training, and employer participation in education. The basic meaning of dual education as a structured combination of workplace learning and school-based learning, as well as the importance of partnership, quality, and adaptation to local conditions, is consistently supported in OECD, Cedefop, ILO, BIBB, and Bertelsmann materials.