Digital participation of people with disabilities in vocational training

What factors promote or hinder the digital participation of people with disabilities in vocational training and continuing education? What does digital participation involve? How do education providers assess and implement e-inclusion for people with disabilities? How accessible are the training programmes?

The responses to these questions were gathered from 69 interviews with students, experts and managers from educational organisations, complemented by an online survey (n = 431 from 289 organisations) and e-accessibility tests at six organisations. The data was collected nationally and analysed using qualitative and quantitative methods. The multi-perspective approach facilitated the analysis of opportunities, challenges and obstacles, providing the foundation for the ‘Digital Participation’ orientation framework.

The digital transformation is fundamentally reshaping education and employment. People with disabilities can benefit from this, but barriers often hinder equal access and full digital participation. In Switzerland, digital accessibility in vocational education is not always guaranteed. Legal frameworks and awareness are lacking in many areas, making the implementation of digital participation a major challenge.

The aim was to highlight the opportunities and challenges of digital transformation for people with disabilities in vocational education and training. The study examined how education providers enabled digital participation, identified barriers and explored measures that can contribute to greater inclusion, allowing people with disabilities to benefit as much as possible from digital transformation in education and training.

This project:

• closes an important research gap and pinpoints the barriers faced by people with disabilities with regard to digital participation in vocational training.
• makes an important contribution through the orientation framework and an action plan to the successful integration of people with disabilities into working life.
• supports the implementation of the legal requirement for the equal treatment of people with disabilities as well as international agreements.

Digital participation is rarely systematically anchored in vocational training. Many organisations lack comprehensive concepts and strategies for e-inclusion and accessibility. Instead, isolated measures prevail, which heavily depend on individual commitment.

Three main messages

1. Address politically, anchor organisationally
   Whether digital participation for people with disabilities succeeds in the long term depends on whether politicians and administrators actively address the issue – as well as whether it is firmly anchored in the strategic and operational structures of vocational and continuing education organisations.
2. Think about digitalisation and accessibility together
   In concept papers at all levels of the vocational and continuing education system, digitalisation and accessibility should always be considered together rather than separately. Resources should also be made available specifically for this purpose.
3. Raise awareness and strengthen skills
   Awareness about learning with disabilities and digital participation must be specifically promoted to all stakeholders in the education system. Teachers should be exposed to digital accessibility as part of their basic training. Learners (with disabilities) need the opportunity to acquire and continuously develop digital skills as part of their vocational training.

The project developed an action plan to support digital participation in collaboration with an educational organisation. At the end of 2025, the ‘Digital Participation’ orientation framework will be published in the three national languages. It will be available online and can serve as a guide for educational organisations to further develop their offerings.

E-inclusion of people with disabilities: Digital participation in vocational and professional education and further training in Switzerland.