The paper raises important questions about the relationship between Vocational Education and Training (VET), work-based learning (WBL) and social justice. It adopts an analysis that moves beyond conceptualisations that validate WBL as an acknowledgement of the dignity of labour. It seeks to go beyond analyses that mobilise a conventional…

The purpose of this article is to introduce the third edition of the Association of Teacher Educators (ATE) Standards for Clinical Experience in Teacher Education by providing more detail and key changes from previous editions. Changes include outlining the history and rationale, defining key terminology, emphasizing school-university…

With agricultural education teachers continually leaving the teaching profession, it is up to schools and administrators to assist in retaining teachers. People are motivated differently based on their experiences and goals for their futures. Both intrinsic and altruistic motivators are highly involved when one decides to become a teacher. The…

A host of challenges have been associated with providing work-based learning experiences (WBLEs) for students with disabilities; however, little is known about how special education teachers navigate or overcome these challenges. The purpose of this qualitative study therefore was to understand how special education teachers respond to the…

This article explores a small number of African international students' narratives on their identity work through work-integrated learning (WIL) in Chinese higher education. Applying a sociological use of the 'possible selves' concept to interview data, the findings show that individual participants accumulate a pool of like-to-be, aspire-to-be…

Purpose: The purpose of this paper is to explore the perspectives of supervisors from criminal justice organisations regarding student internships. It examines how supervisors perceive internships as a pathway for developing future professionals, fostering practical skills and improving understanding of the criminal justice system. Additionally,…

England's mainstream upper secondary curriculum is driven by academic, exam-based GCSEs and A levels, with applied learning qualifications an alternative for 'less-academic' 16-18-year-olds. This paper elides two studies of the impact of the BTEC National Diploma on employment and career trajectories, one from the perspective of 16-22-year-olds,…

Project-based work-integrated learning (PBWIL) is a unique type of WIL practice where students engage collaboratively on industry projects, addressing the needs of industry partners under the guidance of a teacher/educator. This complex pedagogical approach requires deep expertise from educators in securing industry partnerships, managing student…

This study investigates the role of higher education strategies in enhancing the employability of international students in the postpandemic era, employing the USEM (understanding, skills, efficacy beliefs, metacognition) as a theoretical framework. By focusing on targeted interventions, this research explores how higher education institutions…

While work-integrated learning (WIL) is praised as effective for providing opportunities for knowledge, skills, and value development in authentic workplaces, student experiences may not always be positive. In New Zealand, the "Education (Pastoral Care of Tertiary and International Students) Code of Practice" [Pastoral Care Code of…

New Hampshire has several initiatives underway that support work-based learning (WBL) opportunities for students. However, a recent review of those initiatives indicated that the state uses eight different definitions explaining the characteristics and expectations of a WBL experience. As a result of the lack of a common definition, local…

Purpose: Using a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project.…

Many students in vocational education and training (VET) programmes in Norway fail to see the connection with the school-based curriculum content they explore and learn and the tasks they perform during work placements. Consequently, the relevance of various vocational concepts remains invisible when conducting tasks at work, hence student…

The scope of work-integrated learning (WIL) has expanded and evolved globally and is a recognised pedagogy that enhances graduate employability, strengthens students' personal attributes, and affords a personalised learning experience. Despite abundant research and discourse on WIL, misconceptions about what WIL is and how WIL educative…

This paper conducts an interdisciplinary exploration into the concept of trauma within work- integrated learning (WIL), emphasizing the importance of 'proximity' as a novel extension of trauma within this context. The central focus lies in conceptualizing fresh dimensions for a WIL wellness model that prioritizes community connectedness over…