Despite rapid technological advancement, women’s marginalization in skill development programs remains a significant challenge, particularly in rural areas. Cultural and social barriers often hinder women’s participation in TEVTA programs, negatively impacting individual empowerment and societal progress. This study investigates the influence of these barriers on women’s participation and examines the mediating role of perceived program accessibility. An explanatory research design was employed, utilizing structural equation modeling (SEM) with SmartPLS. A survey questionnaire, developed based on literature, was used to collect data from 276 female students from six TEVTA institutes in rural areas, selected through purposive sampling. The questionnaire demonstrated high reliability, with Cronbach’s alpha values ranging from 0.933 to 0.958 and composite reliability values between 0.942 and 0.962. Findings revealed that social barriers significantly impact women’s participation (β = 0.454, t = 7.100, p = 0.000), as do cultural barriers (β = 0.177, t = 2.848, p = 0.004). Both barriers negatively affect perceived program accessibility (social: β = 0.368, t = 5.499, p = 0.000; cultural: β = 0.319, t = 4.617, p = 0.000). In turn, perceived program accessibility positively influences participation (β = 0.261, t = 3.522, p = 0.000). These results suggest that improving perceptions of program accessibility can alleviate barriers and enhance enrollment, supporting the Theory of Planned Behavior (TPB). This study recommends aligning TEVTA curricula with women’s aspirations, incorporating digital skills, and fostering community engagement to reshape societal attitudes. Future research could broaden the scope by exploring societal perceptions of vocational education among female and male students.
Mahmood et al. (Tue,) studied this question.