Vocational Education and Training (VET) can be an important setting for neuroinclusive learning, given its diverse mix of learners with varied skills and work experience, and its focus on practical, job-specific and employability skills. Yet, neurodivergent learners can face challenges in VET – as in general education – such as a lack of tailored instruction, insufficient support in learning and work environments, and stigma around neurodivergences. AI (Artificial Intelligence) and other advanced technologies could address some of these challenges and support neurodivergent learners in VET settings, including in work-based learning and apprenticeships, and the school-to-work transition.
Drawing on insights from over 50 stakeholder interviews, this report highlights this potential, identifies barriers and risks, and provides policy guidelines to help governments seize the potential of AI and other advanced technologies to support neurodivergent learners in VET. It builds on earlier work by the OECD on Using AI to support people with disability in the labour market, Opportunities and drawbacks of using artificial intelligence for training, and Building Future‑Ready Vocational Education and Training Systems.
The report was prepared by Marguerita Lane, under the supervision of Stijn Broecke and Glenda Quintini (OECD Directorate for Employment, Labour and Social Affairs), with valuable inputs from Ricardo Espinoza, Marieke Vandeweyer, Malgorzata Kuczera, Patricio Ruedi and Iván Bornacelly (OECD Centre for Skills). The report benefitted from helpful comments from Mark Pearson and Valerie Kornis (OECD Directorate for Employment, Labour and Social Affairs), El Iza Mohamedou (OECD Centre for Skills), Lucie Cerna, Cecilia Mezzanotte and Samo Varsik (OECD Directorate for Education and Skills), Valerie Frey (OECD Directorate for Public Governance), and Melina Tasiovasilis and Jan Varchola (European Commission Directorate‑General for Employment, Social Affairs and Inclusion). Thanks to Natalie Corry for providing publication support.
This report would not have been possible without the interviewees who generously lent their time and expertise in speaking to the OECD for this project. The interviewers (Patricio Ruedi, Iván Bornacelly and Marguerita Lane) would like to express their sincere gratitude to the interviewees listed in Annex A as well as those interviewees who wished to remain anonymous. Thanks to Emma Linsenmayer (OECD Directorate for Education and Skills) who helped test the topic guide. Thanks to the stakeholders engaged in VET and disability policy who participated in a workshop on “AI and other advanced technologies to support neurodivergent VET learners” on 24 October 2025 whose feedback helped refine the guidelines.
This document was produced with the financial assistance of the European Union. The views expressed herein can in no way be taken to reflect the official opinion of the European Union.