Work-Integrated Learning (WIL) encompasses a variety of educational experiences that seek to bridge the gap between academic study and the world of work. However, Design Thinking although widely applied as a pedagogical framework for structuring student multidisciplinary, problem-based learning projects with industry partners, it has not yet been conceptually or empirically examined within vocational education as a model of WIL. This study seeks to position Design Thinking as a systematic approach for organising student problem-based WIL projects. Using qualitative case studies, data were gathered from 37 key stakeholders’ students, faculty, and industry partners across 13 multidisciplinary Design Thinking projects conducted on three continents. Stakeholder perspectives revealed multiple points of convergence between Design Thinking-driven projects and the defining characteristics of effective WIL, including the intentional integration of practice and industry partners into the curriculum, purposeful engagement in authentic work tasks, and the application of major specific knowledge to workplace contexts. The findings suggest that Design Thinking offers a promising framework for enhancing vocational education and training programmes by developing transferable skills such as multidisciplinary problem-solving and creativity prior to students’ transition into the workforce. © 2026 The Vocational Aspect of Education Ltd.
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