Transdisciplinary work-integrated learning’s contribution to societal transition
A scoping review
Bibliographic Data
| ID | 21556337 |
|---|---|
| Authors | Denise Jackson (0000-0002-7821-3394, Edith Cowan University, corresponding author), Claire Lambert (0000-0002-0020-2599, Edith Cowan University), Sanet Coetzee (0009-0008-5852-089X, Edith Cowan University) |
| Year | 2025 |
| Volume | 44 |
| Issue | 6 |
| Pages | 1480-1496 |
| Publication date | 2025-08-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2025.2514509 |
| OpenAlex | W4413859721 |
| Language | EN |
| References cited | 52 |
This scoping review explores the perceived value of transdisciplinary work-integrated learning (TWIL) for contributing to social change and the enablers of impactful TWIL offerings. TWIL is a pedagogy-based approach which connects students from diverse disciplines with external partners to engage in authentic, work-focused activities as a formal component of academic study. This review focuses on TWIL where students collaboratively explore and problem-solve on known local community and wider societal issues, such as climate, health, food, and water, to foster transformative practice. Thematic analysis of 31 academic sources highlighted the recognised worth of TWIL for fostering student skills for transformation, developing them as global citizens, building collaborative partnerships for disruption, and developing educators and partners for future change. The analysis also revealed seven key enablers for impactful TWIL, including co-creation, curriculum and regulatory reform, liminality and third space, and student agency. The review illuminates TWIL’s potential for developing students’ and partners’ awareness, capabilities, and mindset to make a difference in critical social issues, alongside potentially supporting calls to upscale WIL and improve access for all students in Australian higher education
Economic growth · Economics · Engineering ethics · Higher education · Pedagogy · Sociology · Engineering · Engineering Education and Curriculum Development · Higher Education and Employability · Innovative Education and Learning Practices
Transitions to Sustainable Development
Universities as the engine of transformational sustainability toward delivering the sustainable development goals
Beyond the third mission
Governing societal transitions to sustainability
Becoming Transdisciplinary
Scoping studies
Strengthening city–university partnerships to advance sustainability solutions
The contribution of different types of work-integrated learning to graduate employability
Re-imagining transdisciplinary education work through liminality
Work-integrated professional learning
Developing evaluative judgement for a time of generative artificial intelligence
Unlocking and accelerating transformations to the SDGs
Inclusive work-integrated learning in higher education
Beyond University Planning Studio Courses
Transdisciplinary co-production
Prospects for transdisciplinarity
Scoping studies
Foundation for transdisciplinary education at Cape Peninsula University of Technology
| Highly cited | No |
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