The aim of this study is to identify the components of participation in the curriculum of formal technical and vocational education. The qualitative research method was conducted by examining written sources of upstream documents and regulations, and then by conducting semi-structured interviews and content analysis with 9 experts in a targeted manner, including managers, planners, planning experts, and textbook authors. The themes examined were coded using MaxQDA 2024 software. Participants were selected in a targeted manner and semi-structured interviews were conducted with them. Also, written sources, articles, upstream documents, and regulations were reviewed and themes regarding participation in these trainings were extracted, and 30 articles were selected and coded from them. After the final classification of open and central codes, 4 themes and 14 categories were identified as the main components in this study. Social participants, participation in curriculum elements, participation of governmental and non-governmental institutions, and multi-level governance were determined as themes of participation in technical and vocational education. The role of the governance system in participation has the greatest impact on participation. The system governing technical and vocational education can explain the role and contribution of participants in the world of work and education in a way that, first, the direction of the curriculum of these educations corresponds to technological changes and the complexities of the labor market, and second, the training of the required human resources is planned by inquiring about the labor market towards their useful employment. The results of this meta-combination showed that; among these,