Mitigating Gender Barriers in Albanian Vocational Education: The Impact of Psycho-Educational and Systemic Interventions

Abstract

Although progress has been made, unequal gender-based access continues to affect vocational training programs, particularly where cultural expectations dictate choices. Rather than assuming change occurs naturally, this study examines how societal beliefs regarding gender roles influence young women's involvement in vocational education across Albania, while evaluating whether psycho-educational interventions influence participation. The findings reveal structural patterns in enrollment and offer insight into systemic barriers that policy frameworks often overlook. Female enrollment in vocational education programs remains low when rigid institutional structures and traditional gender expectations intersect. To investigate this, a mixed-methods research design was employed, combining surveys, semi-structured interviews, and a Solomon four-group quasi-experimental design. The study involved 578 students and 225 teachers from Albanian vocational schools. Because Tirana represents approximately 32.2% of the national population, the sample captures a significant share of the country’s primary demographic and educational hub, enhancing overall representativeness. The findings indicate that gender norms and institutional constraints significantly limit female participation in vocational education programs. However, targeted psycho-educational interventions substantially increased the likelihood of female students considering vocational pathways; participants in the intervention groups were 1.9 times more likely to express enrollment interest. Overall participation increased markedly across the experimental groups, whereas the sole provision of labor market information produced a smaller, positive effect (23.6%). Ultimately, while vocational education systems can reproduce gendered gaps, strategic interventions can improve gender equity and support more inclusive educational pathways.

Received: 20 February 2026  │  Accepted: 10 June 2026  │  Published: 23 July 2026