Developing a work-based learning competency framework for future ready logistics graduates in Vietnam

Purpose This study develops a context-sensitive competency framework to support work-based learning (WBL) and work-integrated learning (WIL) in logistics and supply chain management programs in Vietnam. It aims to clarify which future ready capabilities should be prioritized for graduate career readiness and how these competencies can be translated into practical reference points for curriculum renewal, university industry collaboration and authentic assessment in workplace settings. Design/methodology/approach Guided by PRISMA 2020, a structured literature review synthesized 18 international and Vietnamese sources published from 2020 to 2025. Evidence was screened, extracted and integrated to generate competency statements and an organizing domain structure. A preliminary appraisal was then conducted with academic and industry experts to check contextual relevance and practical usability for Vietnamese labor market expectations and WBL design and evaluation. Findings The synthesis identified eight competency domains for future ready logistics graduates, covering general, functional, analytical, digital, business, environmental and safety, security and legal, and personal capabilities. Expert appraisal indicated that the framework is aligned with workplace expectations in Vietnam and is suitable for guiding the co-design of workplace learning tasks, supervision, feedback and assessment. The framework consolidates fragmented evidence into coherent criteria that can strengthen graduate transition to work. Research limitations/implications The review is limited by the number of eligible sources published during 2020–2025 and by the focus on Vietnam as an emerging Asian logistics labor market. The expert appraisal is preliminary and does not constitute full validation of the framework. Future research should test the framework through Delphi rounds with a larger stakeholder panel and apply quantitative validation using student and employer samples across multiple ASEAN contexts and different WBL formats. Practical implications The framework can be used to co-design WBL and WIL placements in logistics programs by mapping competencies to workplace tasks, supervision plans and assessment rubrics. It supports curriculum renewal by aligning learning outcomes with employer expectations and by clarifying future skills priorities for placement preparation, reflection activities and feedback processes. Employers can use it to structure mentoring and evaluate student performance consistently across placements Social implications Improved alignment between universities and employers can strengthen graduate employability and support inclusive access to quality workplace learning in Vietnam and similar Asian contexts. By highlighting sustainability, safety and digital capability alongside core logistics skills, the framework encourages responsible professional practice and safer workplaces. More effective WBL design can help reduce skills mismatches and support social mobility for students entering fast changing logistics labor markets. Originality/value The study offers an evidence based and reproducible competency framework tailored to an emerging Asian logistics labor market, addressing gaps where imported standards may not fit local job structures and training conditions. It integrates post 2020 future skills priorities such as digitalization and sustainability into context specific competency statements that can be directly used for university industry partnership discussions, WBL governance and the evaluation of authentic learning outcomes in the workplace.