Systematic review of work‐integrated learning in undergraduate engineering education

Abstract Background Work‐integrated learning (WIL) is a pedagogical approach combining classroom learning with practical experience. Despite its growing popularity, there is a need for a comprehensive understanding of the characteristics, trends, and outcomes of intervention studies. Purpose This systematic review explores the current research on WIL intervention studies, examining publication venues, research aims, methodologies, and outcomes, as well as the implications and challenges. Design/Method The structured and predefined PRISMA process was used to identify relevant studies published in peer‐reviewed journals and conference proceedings, ensuring rigor, precision, and replicability. A typological framework was developed and applied to extract and categorize data from the included studies, which were then synthesized to identify patterns and trends. Results The review included 22 studies between 2014 and 2023. Although the study quality was generally low across journal articles and conference proceedings, the included studies nevertheless provided essential insights. International interest in this topic is evident, growing, and exploratory, with a potential bias toward individual factors and little consideration of institutional or cultural factors. The methodologies included various approaches, but the lack of unifying frameworks suggests that the outcomes are likely context‐dependent. The benefits of WIL were numerous and multifaceted, while the challenges highlighted the complexity institutions and industry partners face. Conclusions This study provides a comprehensive overview of current research on WIL intervention studies. The findings highlight the importance of theoretical underpinnings, research aims, and methodologies in WIL research. The results have implications for educators, policymakers, and researchers seeking to improve the effectiveness of WIL programs.