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Empowering Inclusive Vocational Education Through Technology-Enhanced Learning: A Framework for Equity and Access
Abstract
The expansion of Technology-Enhanced Learning (TEL) in vocational education provides opportunities for innovation yet poses challenges for ensuring inclusion, particularly for learners with disabilities. This chapter, as per the authors, critically examines the intersection of TEL, vocational education, and disability rights through an equity-focused framework. Drawing on critical disability theory, Universal Design for Learning (UDL), and policy instruments such as the UNCRPD and India's RPwD Act, 2016, it highlights systemic barriers including inaccessible platforms, untrained educators, and digital divides. The discussion emphasizes inclusive design principles, pedagogical innovations, and institutional reforms that support accessible vocational training. Case studies from low-resource and emerging contexts illustrate practical pathways toward equity. Ultimately, the chapter proposes a comprehensive framework for embedding inclusivity in vocational teacher education through TEL, offering guidance for educators, policymakers, and EdTech stakeholders.
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