Purpose – This study explores the potential adaptation of the UK's degree apprenticeship model within Thailand's higher education context. As global demands intensify for more work-ready graduates, the study examines how academic–vocational integration can be advanced through international policy learning. Design/methodology/approach – A qualitative comparative case study was employed, drawing on document analysis and 15 semi-structured interviews with policymakers, university leaders and employers in both the UK and Thailand. Thematic analysis was used to explore structural, pedagogical and cultural contrasts between the two systems. Findings – The UK model benefits from institutional autonomy, employer co-ownership and cultural legitimacy. In contrast, Thailand faces barriers including centralized governance, rigid curricula and persistent stigma toward vocational learning. The study finds that direct policy borrowing is insufficient without structural alignment and cultural reframing. Research limitations/implications – This research focuses on two national cases, which may limit generalizability. It emphasizes qualitative insights over measurable outcomes and does not assess specific programmatic success metrics. Future research could expand to longitudinal impact studies, quantitative evaluations or incorporate perspectives from learners and marginalized communities. Despite its scope, the study provides a conceptual basis for countries with similar centralized systems to explore how global models can be localized without losing relevance or equity. Practical implications – Insights from this research can inform the design of context-sensitive apprenticeship programs in Thailand and other middle-income countries seeking to strengthen university–industry partnerships and enhance graduate employability. Social implications – Adapting degree apprenticeships can help reduce educational inequality and challenge hierarchies that devalue vocational pathways. Promoting cultural legitimacy of practice-based learning is key to advancing lifelong learning goals. Originality/value – This research contributes to policy transfer literature by highlighting the conditions under which apprenticeship models can be meaningfully adapted. It offers an evidence-based framework for embedding work-based learning in higher education systems undergoing transformation. © 2025 Emerald Publishing Limited
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