This systematic review explores the challenges and facilitators encountered by students with a migrant background in accessing, participating in, and completing Vocational Education and Training programmes across Europe. It synthesises existing research to understand how VET can support the integration and social inclusion of this population. Based on 60 studies from 2003 to 2024, this paper identifies key findings revealing significant challenges in three critical areas: access, participation, and completion. Linguistic difficulties, discrimination, and the complex recognition of foreign qualifications emerge as primary obstacles, persisting despite various policy interventions. Additionally, employer reluctance and regional economic disparities hinder the effective inclusion of these students in VET programmes. Sociocultural and individual factors, such as limited social networks and social capital, exacerbate these educational and vocational challenges. In contrast, the study identifies key facilitators that enhance their participation in VET, including supportive institutional policies, inclusive legal frameworks, and targeted programmes integrating language learning with vocational training. The role of cultural integration, the development of hybrid identities, and the importance of comprehensive academic support, flexible curricula, and personalised guidance emerge as pivotal elements in promoting integration. Although VET holds significant potential to foster integration, the study concludes that more coherent and sustained efforts are required to address the multiple barriers faced by migrant students. These findings are pertinent to a global audience interested in equity and inclusion within educational systems, advocating for an inclusive and holistic approach to VET policies and practices to ensure the successful integration into European societies. © 2025 Educational Review.
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