Barriers to Effective Career Transition Planning for Students with Special Educational Needs in Malaysia: A Qualitative Study of PPKI Teachers’ Experiences
DOI:
https://doi.org/10.37134/ejoss.vol12.Sp.17.2026Abstract
Globally, students with special educational needs (SEN) continue to face substantial barriers in securing meaningful employment, and these challenges persist in Malaysia despite the existence of structured transition programs. The Program Pendidikan Khas Integrasi (PPKI) serves as a key national initiative to equip SEN students with life and vocational skills, workplace readiness and community integration. However, limited empirical research has qualitatively examined the day-to-day realities faced by teachers in implementing such programs. This study addresses this gap by exploring the experiences of four PPKI teachers through semi-structured interviews, analysed using Braun and Clarke’s thematic analysis. Five interrelated challenges were identified: limited parental involvement, peer influence, employer perceptions, insufficient teacher training and inadequate facilities. These findings highlight systemic and school-level barriers that directly affect the quality and sustainability of transition services. Practical implications include strengthening school–family partnerships, fostering positive peer environments, enhancing employer readiness through awareness initiatives, providing targeted professional development for teachers and improving vocational infrastructure. Addressing these issues can advance Sustainable Development Goal 4 (Quality Education) by ensuring inclusive and equitable vocational opportunities and Sustainable Development Goal 17 (Partnerships for the Goals) through stronger multi-stakeholder collaboration.
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