Vocational education and training (VET) seeks to provide individuals with the requisite skills for specific work, although gender differences continue to impede job placement and effectiveness. Neuroscientific studies can contribute to resolving the disparity between genders in vocational education by examining the distinct brain functions and structures associated with perception, cognition, emotion, and social skills. This review highlights the significance of adapting teaching methods to accommodate diverse learning styles and preferences, summarizes practical training strategies and the role of emotional regulation in educational experiences, as well as discusses the necessity of addressing gender inequalities in vocational education.