Universities tend to focus on the hard skills required within disciplines, with a general lack of focus on the teaching of soft skills, specifically in the hard sciences, while a graduate with good attributes ought to have both. There is an uncertainty over whose responsibility it is to teach soft skills between industry and universities, with 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…

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…

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…

Through special education teacher education, the preparation, support, and ultimately retention of highly qualified special educators is made possible with systematically designed field experiences. Tailored field experiences and supervision ensure candidates are equipped to meet the increasing demands of the field and have the requisite tools for…

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.…

Workplace fun is believed to be an important workplace factor influencing employees' behaviour. But how it influences employees' knowledge sharing is an area that has not gained researchers' attention. Building upon organizational support theory, this study proposes and empirically investigates this relationship through the mediation of…

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…

This research aims to present an adaptive Learning System for the public servants of the Huixquilucan City Hall which allows the simultaneous development of their cognitive abilities and labor competencies. Among the problems that motivated the development of this research are that the lack of adequate training has stemmed both the development of…

Work-integrated learning (WIL) students are exposed to a range of stressors that can impact wellbeing. However, there is a paucity of research exploring stress prior to the work experience, such as in the job search and application process. To address this issue, semi-structured interviews were conducted with 25 undergraduate first-year…