In Finland, workplace-based learning (WPBL) is recognized as a promising educational strategy in vocational education and training (VET), with limited emphasis on students with learning difficulties (LDs). This study investigated the WPBL feedback experiences of students with LDs in six vocational fields in Finland: social and healthcare, business administration, building and construction, catering and tourism, electronics and automation, and logistics. Employing a qualitative paradigm, this study used semi-structured interviews comprising individual face-to-face and focus group discussions with 35 final-year students aged between 18 and 35 years in four inclusive vocational institutions. The data were transcribed and analyzed using the NVivo software. The results indicate that these students receive feedback from peers, trainers, and supervisors, and generally express satisfaction. This study underscores the significance of fostering student feedback literacy skills, emphasizing that support and guidance should be administered within a structured framework to ensure trainers’ proficiency in addressing specific difficulties. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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