Enhancing entrepreneurial skills of persons with disabilities (PWDs) through immersive learning in the metaverse: a design thinking approach

Purpose: The double threat of unequal job opportunities for persons with disabilities (PWDs) and the lack of professional training to use innovative technologies at work have led to multiple calls to promote inclusivity at work. PWDs are underrepresented in the workforce and often face discrimination by employers. One way PWDs have responded to their limited employment within organisations is by pursuing self-employment or business creation. Higher education institutions (HEIs) and technical and vocational education and training (TVET) institutions are expected to embrace new pedagogies facilitated by digital technologies to promote creativity in business among PWDs. While many studies have explored the potential of entrepreneurship education in equipping PWDs with the requisite skills and knowledge to become successful entrepreneurs, the aspect of technology has been largely overlooked. In this study, we employ a design thinking (DT) approach to propose a metaverse-based entrepreneurship education for disabilities (MEED) framework aimed at fostering inclusive innovation and entrepreneurship for vulnerable populations such as those with disabilities. Results: By leveraging metaverse technology based on the DT principle of empathy, entrepreneurship education for PWDs can be transformed to create lifelong learning opportunities. This approach enables seamless interactions and immersive learning experiences that support the educational needs of all learners. Implications: Different entrepreneurship learning opportunities and scenarios for different disabilities are presented. Future research areas and possible implications are also discussed.