Author Identifier (ORCID)
Denise Jackson: https://orcid.org/0000-0002-7821-3394
Claire Lambert: https://orcid.org/0000-0002-0020-2599
Sonja Coetzee: https://orcid.org/0009-0008-5852-089X
Abstract
Higher education’s role in fostering innovation and enacting social change is increasingly important. Transdisciplinary Work-Integrated Learning (TWIL) offers opportunities to prepare students to address societal issues by transcending disciplinary boundaries and collaboratively tackling real-world global challenges. While extensive literature exists on established WIL models, research on the critical aspects of designing, implementing and evaluating impactful TWIL activities remains scarce. This paper draws together insights from 15 TWIL academics across 14 Australian universities, highlighting important design elements such as training for small group collaboration, open-ended projects, design thinking, sustained mentorship and reciprocal partnerships. Emerging challenges related to online delivery, teamwork, scalability, resourcing, and coordinating students from different disciplines. While the study highlights TWIL’s unique potential for raising awareness of global issues, building capacity for change and fostering transformational learning, it also reveals the need for thoughtful design, top-down support, and resourcing for effective provision in a challenging higher education space.
Keywords
Experiential learning, social impact, transdisciplinary, work-integrated learning (WIL)
Document Type
Journal Article
Date of Publication
1-1-2026
Publication Title
Journal of Education and Work
Publisher
Taylor & Francis
School
School of Business and Law
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Jackson, D., Lambert, C., & Coetzee, S. (2026). Designing and evaluating quality transdisciplinary work-integrated learning: Insights into practice. Journal of Education and Work. Advance online publication. https://doi.org/10.1080/13639080.2026.2654142