The Role of Work-Integrated Learning in the European Higher Education Area: A Systematic Review
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| Title: | The Role of Work-Integrated Learning in the European Higher Education Area: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Andreu Curto-Reverte (ORCID |
| Source: | Review of Education. 2025 13(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Work Based Learning, Higher Education, Foreign Countries, Labor Market, Employment Potential, Skill Development, Job Skills, Soft Skills, Alignment (Education) |
| Geographic Terms: | Europe |
| DOI: | 10.1002/rev3.70114 |
| ISSN: | 2049-6613 |
| Abstract: | This study investigates the role of Work-Integrated Learning (WIL) in addressing the evolving demands of the European Higher Education Area (EHEA) labour market. Amidst global economic shifts, technological advancements, and a persistent skills gap, WIL and integrative learning methods such as Work-Based Learning (WBL) emerge as pivotal frameworks to bridge the gap between academic preparation and workplace requirements. By employing a scoping review methodology and guided by PRISMA protocols, this research identifies recurring themes across 50 studies from 2013 to 2024, focusing on WBL and WIL programme characteristics, competency development and assessment, stakeholders' engagement, stakeholder and university cooperation, and WIL impact on stakeholders, universities and students. The findings reveal that while WBL and WIL promote employability and the acquisition of both hard and soft skills, challenges persist for students in balancing academic and professional responsibilities. The study underscores the critical need for stronger cooperation between universities and organisations, particularly through reflective practices, structured learning agreements, and flexible curricula. These elements are essential to align stakeholder expectations and foster student success. Ultimately, this work highlights the transformative potential of WBL and WIL in enhancing employability, innovation, and sustainable partnerships between academia and industry, offering valuable insights for future research and practice within the EHEA context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492043 |
| Database: | ERIC |
| Abstract: | This study investigates the role of Work-Integrated Learning (WIL) in addressing the evolving demands of the European Higher Education Area (EHEA) labour market. Amidst global economic shifts, technological advancements, and a persistent skills gap, WIL and integrative learning methods such as Work-Based Learning (WBL) emerge as pivotal frameworks to bridge the gap between academic preparation and workplace requirements. By employing a scoping review methodology and guided by PRISMA protocols, this research identifies recurring themes across 50 studies from 2013 to 2024, focusing on WBL and WIL programme characteristics, competency development and assessment, stakeholders' engagement, stakeholder and university cooperation, and WIL impact on stakeholders, universities and students. The findings reveal that while WBL and WIL promote employability and the acquisition of both hard and soft skills, challenges persist for students in balancing academic and professional responsibilities. The study underscores the critical need for stronger cooperation between universities and organisations, particularly through reflective practices, structured learning agreements, and flexible curricula. These elements are essential to align stakeholder expectations and foster student success. Ultimately, this work highlights the transformative potential of WBL and WIL in enhancing employability, innovation, and sustainable partnerships between academia and industry, offering valuable insights for future research and practice within the EHEA context. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70114 |
