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Purpose Vocational education and training (VET) programmes are key contributors to skill and talent development for nations worldwide, as aligned with the UN’s sustainable development goals (SDGs). The purpose of this paper is to explore gender inclusion in VET programmes from an economic feminist (EF) theoretical perspective. Design/methodology/approach This integrative literature review identified and analysed relevant empirical studies to create a more comprehensive representation of supports for global gender equity and economic growth through VET. Findings A gap exists between EF theory, human resource development and VET practices. Consequently, instructor preparation and practice do not adequately contribute to equitable workplaces beyond VET programmes. VET programmes continually struggle to create inclusive environments that support women and challenge masculinized fields and workplace norms. Research limitations/implications This paper limits empirical studies addressing gender in VET. Future empirical work should investigate the value to students, instructors and communities when masculine industry norms are reconstructed and redesigned for gender inclusivity. Practical implications VET advisors and instructors are influential in contextualizing vocational fields for students and influencing students’ career trajectories. Women need more accessible training and employment in traditional masculine industries. Originality/value This comprehensive review of gender in VET can aid in inclusivity efforts of programmes and employers and support nations’ efforts to achieve the UN’s SDGs.
Ray et al. (Tue,) studied this question.