Journal article
Enacting sustainability through work-integrated learning: Academic perspectives on benefits barriers and enablers
International journal of work-integrated learning, Vol.27(2), pp.463-481
2026
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Abstract
Higher education institutions play a significant role in preparing graduates to tackle the complex challenges of the twenty-first century. As a widely recognized form of authentic learning, work-integrated learning (WIL) is commonly adopted in higher education, primarily focusing on employability. However, given the emerging global challenges facing employees, and citizens in general, it is timely to re-examine the role of WIL. This study explores how sustainability is enacted through WIL, considering that WIL immerses students in the realities of workplaces and their economic, social, and environmental impacts. A survey of WIL academics, representing a range of disciplines and types of WIL, identified various approaches to enacting sustainability principles in WIL programs. The findings reveal benefits of sustainability integration, barriers encountered, and enabling factors. This study contributes valuable insights to inform future curriculum design and pedagogical practice, supporting a broader educational purpose for WIL that includes sustainability literacy.
Details
- Title
- Enacting sustainability through work-integrated learning: Academic perspectives on benefits barriers and enablers
- Creators
- Julia Caldicott - Southern Cross UniversityClare Power - Charles Sturt UniversityRachael Baron - La Trobe University
- Publication Details
- International journal of work-integrated learning, Vol.27(2), pp.463-481
- Publisher
- Work-Integrated Learning NZ-WILNZ
- Number of pages
- 19
- Identifiers
- 991013396952602368
- Copyright
- © 2026 The Authors
- Academic Unit
- Management; Faculty of Business, Law and Arts
- Language
- English
- Resource Type
- Journal article