Employment of young people with disabilities: The potential of social partnership of universities,municipalities and the labor market of Ukraine

1.1 Statistical and legal framework

In 2018, the G20 Employment Working Group presented a document containing international approaches to the employment of young people with disabilities to ensure social justice and human rights to decent work for a more inclusive economy and society. Statistical data in the report show that if people with disabilities are employed alongside those without disabilities, countries’ economies can benefit from an increased GDP of 3–7% [1]. According to the United Nations, people with disabilities make up 15% of the world’s population, approximately one billion people [2]. Pre-war statistics (as of January 1, 2020) indicate that in Ukraine, there are over 2.7 million young people with disabilities (about 10% of the total population), and this number is rapidly increasing. About one-third of these are young people under 35, with a low quality of life due to the lack of permanent work and conditions for self-realization [3].

Since the last century, humanity has gradually been perfecting the legislative framework to support young people with disabilities, popularizing this issue, fostering the development of inclusive values and tolerance in society. A series of documents provides a plan of actions to increase public awareness about the equal rights of people with special needs [4–10]. Other legal documents establish standards of inclusivity in modern educational institutions [11, 12].

1.2 The role of universities in providing access to quality education for persons with disabilities

In addressing the creation of employment opportunities for young people with disabilities, the role of universities can be significant, mainly through ensuring access to quality education for these individuals and establishing close cooperation with the labor market. Young people with disabilities aspire to obtain higher education and be self-sufficient through professional employment. In most cases, they are assisted by inclusive support services [13]. Some studies indicate that even school students with disabilities require specialized, personally-oriented support to successfully overcome the challenges they may face in transitioning from education to professional activity [14].

Consortium models involving the university, labor market, and government possess inherent efficiency, providing transparency among interacting parties, pooling resources, removing barriers, and optimizing the process of implementing top-level research findings into the market. This creates a foundation for rapid and open information exchange among parties with common goals [15]. Meanwhile, research by English scholars [16] on the impact of university graduates’ mental health on successful employment underscores the imperfection of the interaction system between universities, labor markets, and municipalities in improving employment opportunities for young people with disabilities.

In the context of the Ukrainian labor market, the role of municipalities should be considered in light of their unique function in the employment system. In Ukraine, state employment services, part of municipal structures, play a key role in promoting employment and supporting people with disabilities in their job search. These services provide a range of assistance, including professional guidance, employment preparation, and facilitating the hiring of people with disabilities by employers. The importance of including municipalities in the discussion is that many initiatives aimed at integrating people with disabilities into the labor market are implemented locally.

1.3 Partnership between universities and the labor market

The idea of a partnership between universities and the labor market is not new. It’s a win-win situation [17], as universities supply quality education and knowledge while employers seek qualified workers. Different countries have their own experiences in involving universities in solving this problem. For instance, Spanish researchers have proposed methodological recommendations for improving educational practices in general education schools to better integrate young people with disabilities into the labor market-developed university lecturers [18]. In the business sector of Los Rios Province (Ecuador), an inclusive vocational center was established at the State Technical University of Quevedo, whose specialists address the labor integration of young people with disabilities into public and private companies [19]. The Latvian government significantly supports the employment process of young people with disabilities and their integration into the workplace through various initiatives. In particular, to improve the employment and integration of young people with disabilities in the labor market, scientists are involved in drafting a motivational position for employers, creating an effective mechanism for the interaction of various state institutions to increase the responsibility of local municipalities, and developing an auxiliary mechanism of intersectoral cooperation to facilitate the employment of young people with disabilities [20]. The state policy of Brazil also ensures the interaction of vocational training institutions and labor market initiatives to attract young people with disabilities to the labor market [21].

The comprehensive international legislative framework and the examples of university initiatives indicate a global concern for the issue of full social integration of people with disabilities.

Universities and industry have collaborated for over a century. Still, the globalization of the economy has increased the need for strategic partnerships beyond traditional funding of mutually beneficial research projects. Such consortia can achieve more far-sighted goals, enhancing the competitiveness of companies, society, and regions. Consequently, the role of universities in the 21st century is evolving; they are becoming vital centers that can help solve social problems, not just improve the economy or production [22].

Perkmann and others provide their vision for evaluating the effectiveness of university and labor market collaboration [23]. They highlight those specific difficulties that may arise since the outcomes of joint projects are often intangible and, therefore, not directly measurable. This is especially true for alliances focused on creating new scientific knowledge and methods, which are far from commercialization, making it challenging to assess the value of any project outcomes.

Research deserving special attention includes studies representing examples of comprehensive interaction between universities and the labor market, aimed at improving the employment of young people with disabilities. These areas include: examining the compliance of employers with a country’s inclusive legislation [24]; deepening knowledge about the specifics of employment for people with various types of disabilities and understanding the benefits of employing such individuals in production [25]; overcoming absenteeism and stigma in society through the popularization of the issue [26].

Additionally, this research covers developing individual educational programs for young people with disabilities to ensure their access to quality higher education and work [27]; practical implementation of strategies for integrating people with disabilities into the educational-professional sphere [28]; organizing special events for the successful employment of young people with disabilities, like career guidance support for bachelor’s graduates, internships, and practical training [29]. It also includes developing special programs for students with disabilities offered within labor/internship contracts between universities and enterprises. These programs ensure successful integration into the inclusive professional sphere for individuals even with conditions such as visual impairments, cognitive disorders due to epilepsy, agenesis of upper limbs, neuromuscular disorders, or functional limitations of the lower limbs [30].

As we see, there are several alternative successful cases of various directions where the partnership between universities and the labor market contributes to the social integration of young people with disabilities and their successful entry into an inclusive professional environment. However, we have found that in this complex but essential process for the community, the opportunities of municipalities are diminishing.

Our primary objective in this article is to thoroughly explore how effectively the educational and employment needs of students with disabilities are currently being met. We seek to provide a detailed analysis of the collaborative dynamics between universities, municipalities, and the labor market, specifically focusing on how these interactions can be optimized to improve employment opportunities for young people with disabilities. Furthermore, this paper aims to identify and propose specific conditions and strategies for fostering a robust social partnership among these entities. By doing so, we intend to enhance the employment prospects for young people with disabilities, ensuring their unique needs are adequately addressed in both educational and professional spheres.

2.1 Participants

As it was important for our study to examine the state of meeting the needs of young people with disabilities regarding providing educational services and employment, we aimed to involve groups that directly and potentially impact the employment of young people with disabilities. In our study, we consciously decided not to classify participants by specific types of disabilities, as our goal was to explore the general challenges and opportunities related to the employment of young people with disabilities in Ukraine, regardless of the nature of their disabilities. This approach allowed us to collect data reflecting a broad spectrum of experiences and needs of people with disabilities in their interactions with universities and employers.

For the first group, students with disabilities were selected based on their enrollment in higher education institutions across various regions of Ukraine. The critical criterion for their selection was the diversity in the origin of their disabilities. This inclusivity in selection criteria was crucial for gathering a wide range of experiences and perspectives. Students from different academic years and specialties were involved, ensuring a comprehensive representation of young people with disabilities in higher education. Respondents from this group were recruited through the disability support departments of each participating university. In total, 35 individuals with disabilities gave their consent.

The next group of respondents consisted of university faculty members from various regions of Ukraine. The second group chose university faculty members based on their diverse academic backgrounds, including varied work experiences, academic degrees, and titles. This diversity was essential to gain insights into the educational support provided to students with disabilities from a broad spectrum of academic perspectives. A total of 107 individuals were surveyed.

For the third group, employers were selected from local communities who have a history or potential for providing employment opportunities to young people with disabilities. The selection was assisted by NGOs supporting people with disabilities and employment. This criterion ensured that we involved employers who are either already engaged in or are open to the idea of hiring young people with disabilities, thereby providing practical insights into the employment landscape. A total of 34 employers were involved.

2.2 Instrument and procedure

The research team developed three questionnaires according to the target groups of respondents. Google Forms was chosen as the platform for the questionnaire due to its accessibility and convenience in administration and real-time use.

The survey for students with disabilities aimed to assess the quality level of inclusive educational services provided at the university and to facilitate employment. The questionnaire, created in Google Forms, contained 12 questions and was emailed to students with disabilities through student self-governance bodies. Three closed-ended questions related general information about the respondents (gender, age, specialty). The second block (six closed-ended questions) included queries about whether exceptional career guidance was provided for youth with disabilities in schools, student’s attitudes towards the initiative to create an inclusive support service at the university that would comprehensively address issues of inclusive education and employment, and assessment of the prevalence of discrimination based on disability at the university. The assessment of the inclusiveness of the university’s educational environment was conducted on a scale from 0 to 10 (0 – absent, 10 – fully present). The level of satisfaction with meeting the unique needs of students with disabilities during their studies was evaluated using a scale from 0 to 10 (0 – completely dissatisfied, 10 – completely satisfied). One open-ended question was proposed to analyze suggestions from students with disabilities regarding improving conditions for their employment.

The second questionnaire was developed for university faculty to determine their readiness to develop individual inclusive professional trajectories for youth with disabilities and to ensure cooperation between universities and the labor market to improve employment opportunities for youth with disabilities. The questionnaire in Google Forms format contained 8 questions and was sent to the faculty’s corporate email through the university administration. Five closed-ended questions allowed for an analysis of the faculty’s experience working with students with disabilities, the motivation of faculty to acquire new competencies in inclusive education, and the attitude towards establishing an inclusive support service at the university that would facilitate a comprehensive solution to inclusive education issues. The assessment of the inclusiveness of the university’s educational environment was conducted on a scale from 0 to 10 (0 – absent, 10 – fully present). The level of personal readiness of faculty to work with youth with disabilities was evaluated on a scale from 0 to 10 (0 – not at all ready, 10 – fully ready). One open-ended question was proposed to analyze suggestions from university faculty regarding improving conditions for the employment of young people with disabilities.

The third questionnaire involved surveying employers from territorial communities to determine the degree of labor market representatives’ involvement in addressing the employment issue of young people with disabilities. The questionnaire contained 11 questions. Eight closed-ended questions were identified: the field of activity of the enterprise/organization; the presence of employed persons with disabilities at the time of the survey; sources from which employers receive information about the conditions and opportunities for employing youth with disabilities; respondents’ readiness to employ such individuals, provided they can thoroughly perform their professional duties; willingness to cooperate with universities to create conditions for the employment of youth with disabilities; readiness to create special conditions for them if it requires minimal additional expenses; possible reasons for denying employment to such individuals; factors that could motivate employers to create a job specifically for a person with disabilities. To assess employers’ awareness regarding the requirements for employing people with limited abilities, a question with a scale from 0 to 10 was used (0 – completely unaware, 10 – fully aware). To assess the need for up-to-date and verified information for employers on this topic, a question with a scale from 0 to 10 was used (0 – do not need at all, 10 – strongly need). One open-ended question was proposed to analyze suggestions from employers regarding improving conditions for the employment of young people with disabilities. The questionnaire distribution among employers was carried out with the involvement of state bodies responsible for employment policy.

The responses of respondents from different target groups to questions involving a rating scale from 0 to 10 can be conditionally divided into levels:

0–2 points indicate a low level of inclusivity of the university’s educational environment/satisfaction with the consideration of the unique needs of students with disabilities/readiness of faculty to work with youth with disabilities/employers’ awareness regarding the requirements for employing people with limited abilities/employers’ need for up-to-date and verified information;

Interpretation of these data led to the results presented in the next section.

3.1 Assessment of the quality level of inclusive educational services in the university

The survey results showed that 48.6% of students with disabilities never received special consultations in school regarding the possibility of obtaining higher education or employment in their desired profession. Only 11.4% of students with disabilities noted receiving comprehensive assistance, while a third were recommended a few typical professions. This creates specific barriers to improving the quality of life of young people with disabilities in the future (and may even be discriminatory), as proper awareness of educational and career prospects can be an essential factor in self-realization.

The inclusiveness of the educational environment in universities was evaluated using a series of relevant questions. Participants confirmed the existence of a particular service in higher education institutions (HEIs) that addresses the problems of youth with disabilities, an essential aspect of implementing inclusive policies in HEIs.

The survey results indicated that students are satisfied with the quality of employment support, psychological-pedagogical, and socio-humanitarian assistance for people with disabilities (68% of respondents rated it from 5 to 10 out of a possible 10 points).

Comparing survey results regarding consultative assistance for the employment of people with disabilities in schools and universities indicates a significant advantage in the quality of this assistance at universities. The most frequent response (48.6%) for schools was “No assistance”. The response “High level of assistance” had the highest frequency (48%) for HEIs (Fig. 1).

OPEN IN VIEWER

Fig. 1

Levels of Assistance to Students with Disabilities Based on Criteria of Psychological-Pedagogical Support, Socio-Humanitarian Support, Level of Employment Facilitation, and Comparison with Levels of Consultative Assistance in Schools.

The implementation of European inclusive practices in the education system justifies the leading role of universities in such partnerships. The success of the results in this direction is confirmed by positive feedback from students with disabilities, who highly rate the level of satisfaction of their unique needs during their studies in HEIs (80% of respondents rated it 5–10 out of 10 possible points) and negative responses to questions about cases of discrimination in the university. It is also worth noting that 6% of respondents indicated that there is no assistance in the employment of people with disabilities.

This outlines specific prospects for improvement, as most students with disabilities (48.6%) wish to acquire professional competencies at work while studying at HEIs (for example, through a dual form of education), and 43% – partially.

Notably, 100% of respondents positively evaluated the necessity of creating a inclusive support service at the university that would comprehensively address issues of inclusive education, subsequent employment of youth with disabilities, and the spread of inclusive policies in society. We consider this fact key to establishing productive cooperation.

A parallel survey of university faculty members of different profiles (107 individuals) showed similar results. The majority indicated a inclusive support service in the university that provides psychological-pedagogical support (53%) and socio-humanitarian support (47%) for persons with disabilities. However, this service does not systematically deal with the employment of graduates with disabilities (only 19% positive responses) or the development of their individual educational and professional trajectory (24.5% positive responses). At the same time, 86% of faculty members confirmed the necessity of such a service in the university that would comprehensively address issues of inclusive education.

However, there is a certain contradiction between the teaching staff’s desire to be involved in this process and their cognitive-activity basis.

Only 51% of respondents indicated that they have experience in communicating with students with disabilities, and the self-assessment of readiness to provide inclusive education showed the following distribution by criteria (levels defined as 8–10 points – high, 5–7 points – medium, 0–4 points – low) (Fig. 2).

OPEN IN VIEWER

Fig. 2

Interaction experience of university faculty with students with disabilities.

This reflection led to 93% of teaching staff wanting to acquire new competencies in inclusive education.

Notably, students with disabilities and university faculty are primarily aware of the existence and capabilities of inclusive support services and have used/provided services within the scope of their work. This positively reflects the effectiveness of disseminating inclusive policy in this form. However, as the survey results showed, there is a need to expand the list of their functions to include those that will facilitate the employment of people with disabilities.

In the context of the discussed issue, the actual state of employment of young people with disabilities and the creation of favorable conditions by employers for this purpose are of particular interest. To explore this, a survey of managers/employees of firms/organizations was conducted.

The survey of employers provided revealing insights. It showed that 29% of them already employ people with disabilities. However, a significant majority, 59%, are unaware of whether people with disabilities are part of their staff. 38% of respondents admit to having a low level of awareness. They rate themselves at 0–5 out of 10 on a scale measuring awareness about the requirements for employing people with disabilities. This low level of awareness among employers significantly impacts employment opportunities for young people with disabilities. Due to this lack of information, the chances of young people with disabilities finding qualified work are reduced by over a third. The main reasons why employers are reluctant to employ people with disabilities are shown in Fig. 3.

OPEN IN VIEWER

Fig. 3

Main Reasons for Refusing to Employ Persons with Disabilities (in %).

At the same time, 85% agree to employ a person with a disability, provided they can thoroughly perform their professional duties (recall, 26% of managers are convinced that the complex specifics of the educational sector make this impossible, although we know successful cases), and 68% are even ready to create special conditions for this. Among the incentives, 62% chose informational support and assistance in creating a professional inclusive environment (we note this critical need for employers!), and 21% – additional tax benefits from the state. About 15% are not ready to create inclusive conditions in the enterprise.

Summarizing the obtained data, we can trace several reasons that hinder the process of successful integration of youth with disabilities into the inclusive professional environment, which are presented in Table 1.

4.1 Resources and connections

The survey results of potential target groups demonstrate a lack of coordination among stakeholders, an absence of systematization, and organization in addressing the issue of improving the employment of youth with disabilities. Universities are seen as a link that can connect different institutions to provide a material-technical base and intellectual resources.

The survey results, presented in section 3 of this article, allow us to identify existing and desired connections between the subjects of social partnership (representatives of universities, labor market, municipalities, and young people with disabilities), which would enhance the potential of each subject to develop solutions for the employment problem of youth with disabilities.

A cognitive-resource map of the social partnership of universities, municipalities, and the labor market for improving the employment of youth with disabilities is presented in Fig. 4.

OPEN IN VIEWER

Fig. 4

Cognitive-resource map of social partnership among universities, municipalities, and the labor market for improving the employment of youth with disabilities.

This cognitive resource map illustrates a complex network of relationships and interactions among various participants that influence the social partnership process to enhance the employment of youth with disabilities. At the heart of this map are individuals with disabilities. Key entities like universities, the labor market, and municipalities encircle them. Additionally, the map incorporates institutions that should cooperate, as per our view. Among these is the media, which plays a role in popularizing the societal issue. The media also helps attract as many people with disabilities as possible to the program. Also included are NGOs that deal with the issues of people with disabilities. These NGOs have representatives with extensive practical experience. This knowledge is important for both employers and university faculty.

Different colors and types of lines on the diagram symbolize existing connections and those that need development. This demonstrates that some interactions are already functioning, while others require strengthening or establishment.

Improving the desired connections can lead to positive gains in addressing the outlined problem. Universities can act as the foundation of the partnership due to their creative and scientific potential, which needs to be strengthened with the help of interested groups. Additionally, universities are the base for young people with disabilities to acquire higher education, providing them with more significant opportunities for employment, adequate social integration, and self-realization.

The labor market plays a crucial role in this social partnership. Its primary function is to provide jobs, which is the partnership’s main goal. The labor market gains qualified and highly motivated employees educated at universities by doing so. This involvement leads to a significant social transformation. It is achieved by implementing policies of equality and tolerance. In turn, this creates a positive image for the labor market. It also offers a competitive advantage thanks to inclusive policies and a tolerant corporate culture. There are secondary benefits as well. Employers can improve their skills in several areas. These include searching, hiring, and managing young people with disabilities. They can also learn strategies for a barrier-free business environment. Additionally, they increase their social attractiveness. This is due to their role as providers of socially responsible policies.

Another critical task falls to the other partners involved. They must assist the labor market in organizing an inclusive professional environment in enterprises. This involves considering the needs of young people with disabilities.

Young people with disabilities stand to benefit significantly in several ways. Firstly, they will gain better opportunities for education in the renewed inclusive environment of universities. This improvement supports the cooperation model. Secondly, they will receive assistance with first-time employment. This helps in overcoming potential psychological barriers in professional development. Additionally, individual support will be provided to these young people. They will have access to a comprehensive job database, which aids in an in-depth job search. This enables the realization of their potential in their chosen profession. It also contributes to career growth and financial stability for these individuals.

Furthermore, we believe that enhancing the effectiveness of employment for youth with disabilities is possible through the involvement of Non-Governmental Organizations (NGOs) that focus on issues related to people with disabilities. Studying their experience [31] shows that the social services provided by NGOs are characterized by flexibility, innovation, and comprehensiveness. These services are in demand among clients and are more motivated than municipal rehabilitation centers, thus more effective. Therefore, the potential of NGOs should be utilized to strengthen partnerships and develop the social and humanitarian sphere in society, improve the quality of social services in Ukraine, and form adequate models of social service delivery in territorial communities.

Additionally, involving mass media in the activities of partnership entities will allow for disseminating policies of tolerance and ideas of inclusivity at the macro level across broad segments of society. There are already studies [32, 33] proving the advantages of mass media (television, social networks) in overcoming stereotypical perceptions of citizens (attitude towards people with disabilities as disabled) by broadcasting specific images that integrate into the individual consciousness of ordinary citizens.

Thus, the presented cognitive-resource map aims to depict the current state of affairs and highlight potential directions for developing and improving the existing system. It serves as a visual tool for analysis and planning, helping to identify key interaction points and determine priorities for strategic partnerships.

This cognitive resource map is a tool that can assist participants in determining how resources and information should be organized and distributed to maximize the effectiveness of joint efforts in this crucial area. It essentially functions as a roadmap, guiding the integration of efforts and resources towards creating a more inclusive and effective system for addressing the challenges and opportunities related to the employment of youth with disabilities.

The collaboration among universities, municipalities, and the labor market in addressing the employment issues of youth with disabilities in Ukraine is somewhat fragmented today (Fig. 5). The diagram illustrates three main spheres involved in the employment process of youth with disabilities: universities, the labor market, and municipalities. The relationships between them are represented as an intersection of circles, symbolizing potential areas of cooperation. However, the visual representation of these interactions shows that each sphere is relatively isolated and not fully integrated, illustrating the fragmentation of efforts in integrating youth with disabilities into the workforce.

OPEN IN VIEWER

Fig. 5

Social partnership between universities, municipalities, and the labor market (current state).

This fragmentation can lead to underutilization of resources, insufficient coordination, and missed opportunities for youth with disabilities. To address these issues, an integrated model is needed to unify these three spheres into a single coherent process to solve the challenges associated with employment.

Such integration would create conditions where universities can prepare students with consideration of the actual needs of the labor market, the labor market could openly communicate its expectations and requirements for employees’ qualifications, and municipalities would provide the necessary support, including legal and infrastructural provisions.

This integration at the micro, meso, and macro levels could significantly increase the effectiveness of employing youth with disabilities and create a more inclusive society that reflects sustainable development and social justice principles.

Strengthening the role of municipalities will allow partners to access state material-technical rehabilitation bases and registries of young people with disabilities. This will facilitate the involvement of a more significant number of participants in the activities of Employment Assistance Centers. On the other hand, municipalities, as the leading conductors of state social policy in communities, also benefit from such partnerships.

We believe such a social partnership between universities, municipalities, and the labor market will be possible, provided the following fundamental principles are adhered to (Table 2).

To achieve the effectiveness of the social partnership between universities, municipalities, and the labor market for facilitating the employment of young people with disabilities, it is necessary to understand the Strategic Directions (Table 3).

These proposals reflect the authors’ vision, based not only on quantitative survey data but also on a thorough analysis of information from open-ended responses and knowledge about the current conditions and challenges existing in the context of inclusive education and the labor market in Ukraine.

The conducted analysis enabled the development of a model of social partnership between universities, municipalities, and the labor market, the implementation of which would contribute to increasing the employment level of youth with disabilities (Fig. 6).

OPEN IN VIEWER

Fig. 6

Model of social partnership between universities, municipalities, and the labor market to improve employment of youth with disabilities.

In the structure of the model, the following fundamental elements are highlighted: youth with disabilities, universities, the labor market, municipalities, and their interaction, which will ensure positive changes at certain levels.

At the center of the model are the disabled individuals, whose needs and capabilities are crucial for successful integration into society and effective entry into the labor market.

Universities play a fundamental role in this process, providing the education and training necessary for developing the professional potential of students with disabilities. Through their connection with the labor market, which functions as a platform for realizing this potential, universities can adapt curricula to ensure that students’ skills and knowledge meet employers’ needs.

Municipalities have a clearly defined role in creating a conducive environment for integrating people with disabilities by developing policies and programs and providing the necessary infrastructure. Their contribution is integral to creating a comprehensive support system that considers individual and organizational aspects.

Employment Promotion Centers for Persons with Disabilities (PEPD) act as bridges connecting the system’s main components. They coordinate actions and resources, directing them toward solving specific tasks related to providing opportunities for persons with disabilities.

The broader context of society and the local community, encompassing all these elements, forms the foundation for creating a sustainable and inclusive culture where diversity is supported and equal access to opportunities is provided.

At the macro level, a prospective outcome of the model is a society that adheres to the principles of inclusivity and expands the national inclusive space.

At the meso level, reforms will affect the inclusive sphere of the territorial community, enhancing the employment rate of youth with disabilities, raising awareness of the issue in the community, and establishing the process of inclusive career guidance.

The micro level focuses on local changes within each entity involved in social partnership. This encompasses modifying policies and activities of universities, municipalities, and the labor market. These changes aim to facilitate the employment of persons with disabilities. A key aspect is ensuring equal opportunities for persons with disabilities. This should be an integral part of the policy and management of each social partnership entity. Another initiative includes creating an inclusive educational and work environment. Additionally, adapting the first workplace for youth with disabilities is also crucial. These initiatives are among various other measures to be implemented at the micro level.

Interaction at different levels, from individual to organizational and societal, enables the development of a more profound and comprehensive strategy that considers each participant’s unique needs and circumstances. This model aims to create an ecosystem where each participant contributes to a common goal – the effective employment of persons with disabilities and their full inclusion in society.

Implementing this model is directed towards achieving sustainable development goals, modernizing higher education, spreading best global practices in Ukraine, facilitating a forward-looking dialogue among target groups, and fostering social cohesion around the employment of youth with disabilities.

It is widely recognized that any form of discrimination diminishes human potential [34–37], essential for a society’s economic development, and generates social tension and inequality [38, 39]. This leads to young people with disabilities being financially dependent on state support, experiencing socio-economic alienation and poverty, and being unable to realize their potential in a chosen profession [40–42]. In contrast, through united efforts, the potential of social partnerships among universities, municipalities, and the labor market can overcome these challenges and create proper conditions for the employment of young people with disabilities.

The social partnership model presented in this study goes beyond mere synergy between universities, the labor market, and municipalities – it calls for responsible and active engagement of each of these entities in creating equitable opportunities for young people with disabilities. Integrating principles of sustainable development and drawing inspiration from global success stories, this model is intended to facilitate the realization of the full potential of persons with disabilities, moving away from outdated practices of discrimination that lead to social isolation and economic dependence. Applying this model as a foundational strategy can lead to significant positive changes that not only provide actual employment and self-realization opportunities for youth with disabilities but also promote social cohesion, reduce societal tensions, and create equal opportunities for all members [43, 44].

We consider the development of open dialogue between universities and employers is an essential element for the effective integration of people with disabilities into the labor market. The collaboration between these parties is crucial for accurately aligning educational programs with the dynamic requirements of the job market. This flexibility allows universities to adapt to market trends, producing graduates with the theoretical knowledge and practical skills needed for successful employment.

Moreover, inclusivity should be viewed not as a separate initiative but as an embedded principle in all aspects of the educational process and employment. This underscores the need to create conducive conditions where each individual with a disability can realize their professional potential. The proposed model involves engaging employers in the final stage of employment and developing and implementing educational programs, leading to higher employment and self-sufficiency among persons with disabilities.

Such collaboration can reduce the gap between theoretical education and the real needs of the labor market, which is an essential step toward solving the problem of insufficient job opportunities for youth with disabilities. An integrated approach, which combines education, practical training, and support from state institutions, is the future path for creating an inclusive society where every individual is valued and has the opportunity to reach their full potential.

In the context of contemporary Ukrainian society, which is experiencing the impact of an ongoing war, future research in the field of inclusive employment for youth with disabilities takes on new significance and dimensions. The military conflict has led to the emergence of new vulnerable groups, including veterans and individuals who have suffered injuries or been affected by combat operations [45, 46]. This necessitates a detailed study of their specific needs and the development of appropriate approaches for their integration into the professional environment.

Active combat operations and the occupation of parts of Ukraine have led to significant population displacements, including the relocation of universities and the loss of traditional ties with local communities [47–49]. This presents researchers with the task of analyzing new models of education and employment in conditions of instability and migration [50–53].

The transition to virtual learning formats and the concept of “Universities Without Walls” [54, 55] under wartime circumstances opens up new opportunities for students with disabilities but also requires adaptation of educational programs and employment methods to the changed conditions [56, 57].

Moreover, the mass migration and loss of jobs due to military actions prompt the development of new strategies to ensure employment and support for youth with disabilities among internally displaced persons and migrants [58–60]. This includes exploring new forms of collaboration between universities, employers, and municipalities to create conditions for employing youth with disabilities in times of crisis.

Thus, the Ukrainian context, with its unique challenges and circumstances of war, highlights the need for deeper and more comprehensive analysis in future research aimed at ensuring effective and inclusive integration of youth with disabilities into work and social life. Future research in inclusive employment for youth with disabilities should focus on a detailed analysis of the relationship between specific types of disabilities and employment opportunities. It’s crucial to recognize that different types and degrees of disabilities may require varied approaches and solutions to integrate into the workplace.

Developing innovative educational programs and workplaces adapted to the needs of individuals with various types of disabilities is equally essential. These programs should include applying advanced technologies to create a more accessible and inclusive educational and work environment.

Additionally, research aimed at increasing awareness and changing societal and employer attitudes toward the employment of youth with disabilities is necessary. This could include information campaigns and initiatives to build a more inclusive and egalitarian society.

Such research will provide valuable contributions to developing policies and practices in inclusive employment, promoting equal opportunities, and fully integrating youth with disabilities into society. This holistic approach ensures that inclusivity is not just an added feature but a fundamental aspect of the education and employment systems, leading to a more equitable and supportive environment.