Leveraging Technology to Enhance the Transition of Students with Disabilities to Technical and Vocational Education and Training (TVET) Colleges
Keywords:
Technology; Disability; TVET; Inclusion; TAMAbstract
This systematic literature review examines how technology facilitates the transition of students with disabilities into Technical and Vocational Education and Training (TVET) colleges. Although inclusive education policies are increasingly endorsed, students with disabilities still face persistent barriers such as inaccessible infrastructure, limited staff preparedness, and uneven institutional support. Guided by the Technology Acceptance Model (TAM), this review synthesizes findings from 12 empirical studies published between 2014 and 2024. The studies were identified through comprehensive searches across Google Scholar, Scopus, ProQuest, EBSCOhost, and Web of Science using keywords such as “assistive technology,” “inclusive education,” “students with disabilities,” “TVET,” and “transition.” The collected data were analysed thematically to identify patterns and contextual dynamics influencing technology adoption in inclusive vocational education. The analysis revealed six core themes: infrastructure and access to assistive technology; institutional support and policy alignment; staff training and professional development; societal attitudes and cultural barriers; perceived usefulness and ease of use; and transition planning and emotional readiness. Findings indicate that while technology enhances access and transition success, its implementation remains uneven due to policy gaps, limited professional training, and resource constraints. The review concludes with strategic recommendations to strengthen institutional planning, expand lecturer training, and improve technological infrastructure to foster inclusive TVET environments that accommodate the diverse needs of students with disabilities.
https://doi.org/10.26803/ijlter.24.11.31
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