1. Introduction

Although the international community has gradually promoted inclusive education, such as the "barrier-free education" and "equal participation" advocated by the United Nations Convention on the Rights of Persons with Disabilities [1], there is still significant inequality in educational opportunities for disabled students in reality. This inequality not only restricts their academic development but also affects their career development and social integration [2]. In recent years, countries such as the United Kingdom, the United States, and Australia have successively implemented a series of policies to support the inclusiveness of vocational education, including barrier-free teaching resources, vocational training and employment support systems for disabled students. However, there are still certain limitations in the actual effect of inclusive education in the vocational education system and still need further exploration. Therefore, this paper conducts a systematic literature review to assess the impact of inclusive education in the vocational education system, and analyzes the successful experiences of different countries to summarize feasible suggestions for optimizing the vocational education system, in order to help disabled students obtain fair educational and employment opportunities [3]. This research has important theoretical and practical value. On the one hand, promoting educational equity is the key to building an inclusive society, and ensuring that disabled students have the same career development opportunities as ordinary students is conducive to overall social fairness and progress [4]. On the other hand, by comparing the policies and practical experiences of different countries, this research can provide references for policymakers, educational institutions, and enterprises to optimize the inclusive reforms in the vocational education system. This study focuses on three core questions: First, evaluating the impact of inclusive education on students with disabilities to identify its role and shortcomings in vocational education, providing scientific evidence for educational institutions and governments. Second, comparing inclusive policies and practices across different countries and regions to summarize effective strategies and optimize policy implementation. Lastly, analyzing the main barriers faced by students with disabilities in vocational education and employment, along with potential solutions, to ensure that inclusive education is effectively implemented and genuinely improves employment opportunities for students with disabilities. In summary, this research conducts a comprehensive literature review to analyze the fairness issues of disabled students in vocational education, and explores the challenges and optimization directions of the vocational education system in inclusive reforms, in order to promote the fairness and sustainable development of vocational education.

2. Research Method

This study adopts a Literature Review (SLR) approach to analyze the impact of inclusive education in vocational education systems and compare inclusive policies and practices across different countries. The research first conducted literature searches using Google Scholar, Web of Science, Scopus, and CNKI databases for publications from 2010 to 2024. Keywords included "inclusive vocational education," "students with disabilities," "barriers and solutions in vocational education," among others. Only peer-reviewed journal articles, government reports, and highly cited conference papers were included, while unpublished studies, non-academic review articles, and studies without sufficient data support were excluded.

3. Literature Review

This research is based on the Inclusive Education Theory, which emphasizes eliminating all forms of discrimination and exclusion in the educational process to ensure that every student, regardless of their background, has equal educational opportunities [5]. Additionally, this study also incorporates the Social Justice Theory, which holds that educational equity is not only about equal opportunities but also about educational practices that meet the individualized needs of each student [6].

3.1. The Application and Challenges of Inclusive Education in Vocational Education

The inclusive reform of the vocational education system has gradually become an important issue in the field of educational equity. However, in practice, vocational education institutions still face many challenges in teaching systems, resource allocation, and policy implementation, which affect the effective implementation of inclusive education. First, insufficient teacher training has become a key issue restricting the development of inclusive education. Many vocational education teachers lack professional training for students with disabilities and are unable to provide teaching support that meets their needs. For example, traditional teaching models often fail to fully consider the learning methods of deaf, blind, or cognitively impaired students [7]. Additionally, interdisciplinary collaboration is crucial for enhancing inclusive education. Jeremy et al. [8] found that the collaboration between occupational therapists and teachers can improve the learning experience of students with disabilities. However, due to the lack of corresponding training for teachers, practical implementation still faces difficulties. At the same time, the application of artificial intelligence technology in inclusive education has potential. For instance, personalized learning systems can better meet the learning needs of students with disabilities. However, teachers still lack sufficient training in digital teaching [9,10]. Secondly, the uneven distribution of educational resources further complicates inclusive education. Many vocational colleges lack accessible facilities such as wheelchair ramps, accessible classrooms, Braille textbooks, and voice transcription systems, which pose significant obstacles for students with disabilities in their studies and daily lives [11]. Meanwhile, vocational colleges in economically developed areas have obvious advantages in terms of financial investment and special educational resources, while those in less developed areas still have significant gaps in basic teaching resource guarantees [12]. Despite this, inclusive education remains an important means to enhance the vocational development and social integration of students with disabilities. In the future, measures such as policy support, professional teacher training, and optimized resource allocation are needed to improve the inclusiveness of the vocational education system. For example, strengthening teacher training, especially interdisciplinary collaboration training, will help improve the learning experience of students with disabilities [11]. At the same time, the government and relevant institutions should increase financial support to help less developed areas improve accessible environments and special educational resources [13]. Moreover, the effective application of digital technologies such as artificial intelligence will also become an important tool for promoting inclusive reform in vocational education [10]. Therefore, only through multi-faceted efforts can we ensure that students with disabilities enjoy fair educational opportunities and vocational development space.

3.2. Obstacles and Support Strategies for the Career Development of Students with Disabilities

Recently, multiple countries worldwide have implemented inclusive policies in vocational education systems to enhance educational opportunities and career development for students with disabilities, migrant populations, and other disadvantaged groups. Different countries have adopted diverse implementation models while also showcasing common successful practices. For example, European countries emphasize government-led policy support and financial investment. Germany's "dual system" vocational education model integrates deep cooperation between enterprises and vocational schools, providing personalized training pathways for students with disabilities [14]. Australia has established a nationwide inclusive education framework to ensure vocational institutions provide accessible facilities, specialized teacher training, and promote digital assistive technologies to support students with disabilities [15]. In North America, the United States' Individuals with Disabilities Education Act (IDEA) emphasizes Individualized Education Plans (IEPs) to ensure that every student receives vocational training and employment support tailored to their needs [16]. Canada has integrated multicultural inclusion policies into vocational education to help migrant and Indigenous students better adapt to training programs [17]. In developing countries, India’s National Education Policy (NEP) has been driving equity in vocational education, particularly by increasing investment in special education resources in rural and economically disadvantaged areas [18]. Some African nations, such as South Africa, have adopted community-led vocational training approaches in collaboration with local businesses and non-governmental organizations, providing practice-oriented skills training for students with disabilities [19].

Additionally, technology-driven inclusive education models are being promoted globally, such as using artificial intelligence (AI) and online learning platforms to enhance vocational training experiences for students with disabilities [20]. Overall, successful strategies in inclusive vocational education reforms across countries include government policy guidance, financial investment, interdisciplinary collaboration, technological support, and culturally adaptive strategies. These best practices serve as valuable references for policymakers and education administrators, helping to optimize inclusive vocational education reforms, improve policy implementation efficiency, and foster international cooperation and educational equity.

3.3. Learning experiences and social integration of disabled students in vocational education

In the past decade, scholars have extensively studied the barriers faced by students with disabilities in vocational education and employment, as well as possible solutions. Overall, the primary obstacles include the lack of accessibility in vocational education systems, limitations in teacher training, exclusionary practices in the labor market, and the absence of targeted support policies [21,22]. Firstly, within vocational education systems, many students with disabilities continue to face challenges such as limited learning resources, inappropriate teaching methods, and inadequate accessible infrastructure. Research indicates that many vocational training programs are still designed for non-disabled students and lack necessary adaptations for students with visual, auditory, or mobility impairments [23]. Additionally, the insufficient professional training of teachers makes it difficult for them to adjust their teaching strategies to accommodate students with disabilities, thereby affecting their learning outcomes [24]. Secondly, in the labor market, the acceptance of disabled employees remains low, as many employers fear that hiring individuals with disabilities may increase operational costs or reduce productivity [21]. Furthermore, job seekers with disabilities often lack social network support, making it even more challenging for them to enter the workforce [22].

To address these barriers, research has proposed several viable solutions. First, improving vocational education systems is a crucial measure, such as optimizing curriculum design to ensure that all vocational training programs provide accessible learning resources, including braille textbooks, sign language interpretation, and adaptive technologies [23]. Second, strengthening teacher training programs can ensure that vocational educators acquire inclusive teaching strategies and can provide personalized support for students with various disabilities [24]. In terms of the labor market, governments can promote disability employment through policy incentives and legislative protections, such as offering tax benefits to companies that hire employees with disabilities or mandating diversity and inclusion considerations in recruitment processes [21]. Moreover, establishing long-term career support systems, such as job search training, workplace adaptation guidance, and continuous employment assistance, can effectively help individuals with disabilities maintain stable employment [22].

4. Current Research Limitations and Future Directions

In recent years, research on inclusive education in vocational education systems has increased, with scholars exploring the major barriers faced by students with disabilities in vocational education and employment, as well as potential solutions. Overall, the main challenges include insufficient accessibility in vocational education systems, limitations in teacher training, exclusion in the labor market, and the lack of targeted support policies [25,26]. Within vocational education systems, students with disabilities continue to face issues such as limited learning resources, inappropriate teaching methods, and inadequate accessibility infrastructure. For example, studies indicate that many vocational institutions lack adaptive teaching approaches tailored to students with hearing, visual, or mobility impairments, making it more difficult for them to acquire vocational skills [27]. Furthermore, insufficient teacher training remains a critical barrier to inclusive vocational education. Vocational educators often lack systematic training in inclusive teaching strategies, making it difficult for them to modify curricula to meet the needs of students with different disabilities [28]. At the same time, acceptance of persons with disabilities in the labor market remains low, as many employers fear that hiring disabled employees may increase operational costs or reduce productivity, leading to discrimination against students with disabilities in the employment process [29].

To address these barriers, recent research has proposed several potential solutions. First, improving vocational education systems is a key measure to enhance inclusivity. For instance, research on the food industry suggests that providing personalized vocational training and adaptive teaching tools can significantly improve learning outcomes for students with disabilities [25]. Additionally, strengthening teacher training and improving inclusive teaching capabilities can help vocational educators develop strategies to support students with disabilities and provide personalized instruction [28]. In the labor market, governments can promote the employment of disabled individuals through policy incentives and legal protections, such as providing financial subsidies, encouraging businesses to hire people with disabilities, and establishing workplace adaptation programs [29]. At the same time, establishing long-term employment support systems, including job search training, workplace adaptation guidance, and continuous career counseling, can effectively enhance the employment success rate of students with disabilities [30].

Despite the significant progress in research on inclusive vocational education, several limitations persist that require further attention in future studies. First, most existing research is concentrated in Western countries, while studies on inclusive vocational education in developing countries remain relatively scarce. For example, research in Kenya indicates that students with disabilities continue to face systemic barriers when transitioning from vocational education to the labor market [30]. Secondly, there is a lack of longitudinal studies, as most research focuses solely on the vocational education phase, with insufficient data on whether students with disabilities successfully integrate into the workforce after graduation [26]. Additionally, the application of assistive technology in education remains underexplored. While some studies have begun examining the role of artificial intelligence (AI) and the metaverse in vocational training, systematic evaluations of their long-term educational impact are still lacking [26]. Lastly, research on the economic impact of inclusive vocational education reforms is still limited. While most studies emphasize individual employment outcomes, fewer have analyzed the broader economic benefits of inclusive education for businesses and national economies [29].

5. Discussion and Conclusion

This study explored the impact of inclusive education in vocational education systems and examined the challenges and solutions related to the employment of students with disabilities. The findings indicate that inclusive vocational education enhances the employability of students with disabilities, promotes social inclusion, and facilitates skill acquisition. However, the effectiveness of such education varies across countries, depending on factors such as policy implementation, accessibility of educational resources, teacher training, and employer perceptions [25,26]. The comparative analysis of different national policies reveals that government funding, corporate partnerships, and assistive technology play crucial roles in the success of inclusive vocational education. Countries like the UK and Germany have effectively integrated disabled students into the workforce through dual training systems and financial incentives, while developing countries still face challenges in policy execution and resource allocation.

Despite these advancements, several barriers persist, including insufficient accessibility in vocational education institutions, lack of inclusive teaching competencies among educators, and discrimination in the labor market [27]. Existing research also has limitations, as most studies focus on short-term educational outcomes rather than long-term employment effects [26]. Moreover, while assistive technologies such as AI and virtual reality are gaining attention in vocational education, there is a lack of large-scale empirical studies evaluating their effectiveness in improving learning outcomes for students with disabilities [29].

6. Conclusion

To address these challenges, governments should increase financial support, implement stronger legislation to enforce inclusive education policies, and improve teacher training programs. Vocational institutions should integrate AI-driven adaptive learning systems, enhance curricula to accommodate diverse learning needs, and establish stronger industry partnerships. Employers should create more inclusive hiring practices and provide workplace accommodations to support employees with disabilities.

Future research should focus on expanding studies in developing countries, conducting longitudinal research on the long-term career trajectories of students with disabilities, assessing the impact of AI and virtual reality in vocational training, and analyzing the economic benefits of inclusive vocational education. By addressing these gaps, vocational education systems can be further refined to ensure equitable access to education and employment for students with disabilities, ultimately fostering a more inclusive and sustainable labor market.