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Little research has been done on the best ways to apply these realizations to the training of women with disabilities. We created an intervention program called “Vocational Training Strategies” to close this gap by raising awareness of, encouraging contemplation on, and promoting the application of training strategies that are advantageous for disabled women in the workplace. In the present study, we employed a mixed-methods approach to investigate the effectiveness of an intervention program called “Vocational Training Strategies.” This study involved 83 participants who were randomly assigned to either an intervention group or a control group. The study was designed to promote metacognitive knowledge and the use of effective learning strategies through three key components: awareness, reflection, and practice. The results showed that women with disabilities in the intervention group demonstrated significantly higher levels of metacognitive knowledge and self-reported use of effective training strategies compared to the control group. These findings support our two main hypotheses: that the study would lead to enhanced metacognitive knowledge and increased use of effective training strategies and developed the intention to change women with disabilities’ training behavior and use more effective strategies. Some aspects identified will be of particular interest to researchers, practitioners, and policymakers. In this new study, the authors identify effective training strategies for women with disabilities. The program is based on awareness, reflection, and practice, which together promote metacognitive knowledge and skills that are essential for successful vocational training to empower women with disabilities in the labor market.
Aldosari et al. (Thu,) studied this question.