Students’ perceptions of work-integrated learning as a skills acquisition programme: evidence from a South African University of technology

A study conducted within a South African University of Technology investigated postgraduate students' perceptions of Work-Integrated Learning (WIL) as a skills acquisition program. The research aimed to describe perceived WIL outcomes, identify contextual factors influencing favorable WIL experiences and job readiness, and document implementation challenges. It highlights a gap in empirical evidence regarding student perceptions of WIL effectiveness in this specific context, despite its recognized role in enhancing graduate employability.

Why it matters

Understanding student perceptions of Work-Integrated Learning is crucial for optimizing its design and delivery to effectively enhance graduate employability. This research can inform educational institutions and policy makers on how to address contextual factors and challenges, ensuring that WIL programs genuinely contribute to skills acquisition and job readiness.

Key insights

• Work-Integrated Learning (WIL) is broadly acknowledged for its role in improving graduate employability.
• There is limited empirical evidence concerning students' perceptions of WIL and factors impacting its effectiveness within South African Universities of Technology.
• The study specifically focused on postgraduate students' perceptions of WIL as a skills acquisition program.
• Research objectives included describing perceived WIL outcomes and identifying contextual factors for positive WIL experiences and job readiness.
• The study also aimed to document challenges associated with WIL implementation.
• A quantitative, descriptive-correlational research design was employed, informed by Kolb's Experiential Learning Theory, Human Capital Theory, and Social Learning Theory.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1878647