Abstract

A knowledge-based economy, together with increasing demands for work-ready graduates, is placing considerable pressure on higher education programs to improve training quality. Work-integrated learning (WIL) has emerged as an approach to developing a high-quality workforce equipped with both disciplinary knowledge and workplace skills that meet the needs of employers and society. The widespread adoption of WIL around the world has demonstrated its significant benefits for students, higher education institutions, and industry. However, its implementation continues to face substantial challenges related to pedagogical objectives, assessment, organizational constraints, and limitations in funding and resources, particularly in developing countries. This article reviews the definitions and forms of WIL, analyzes its benefits across multiple dimensions, and critically discusses the major challenges associated with its implementation in Vietnamese higher education, with a view to informing the more effective integration of WIL into university curricula.

Keywords: Barriers to WIL, implementation challenges, work-integrated learning (WIL), work-readiness, workplace skills