Abstract

The secondary school educational pathways system fosters qualitative, sustainable learning that prepares students for future academic and vocational pursuits. This study investigates how students, including those with disabilities, perceive the role of these pathways in facilitating their transition to higher education and professional careers. It further explores the structural barriers and challenges hindering the pathway selection process within schools. Utilizing a descriptive methodology to answer the study’s questions, with a sample involving 161 secondary students in an urban setting. Internal consistency and Cronbach’s alpha were calculated to confirm validity and reliability. Data was analyzed to describe levels of students' perspectives of the educational pathways system using appropriate statistical methods, including mean, standard deviation, percentages, and effect size. Findings revealed a high level of student awareness regarding the pathways' role in enhancing academic achievement and career readiness, with a mean response of 4.0. Conversely, a relative deficit (mean = 3.8) was identified in specific support mechanisms, particularly regarding the psychological and academic scaffolding necessary for both typically developing students and those with disabilities. Key challenges identified include insufficient academic and vocational counselling specifically for students with disabilities, poor coordination between secondary schools and universities, and the limited availability of certain tracks. The study concludes with evidence-based recommendations aimed at fostering a truly inclusive and sustainable educational environment for all learners.