Work Integrated Learning (WIL) programs provide a platform for adult learners who can be empowered to engage in lifelong learning. These programs develop multidisciplinary skills and enhance employability in real-world settings, thereby integrating diversity consciousness into their lives. However, the challenges of organizing these programs not only call for meticulous planning and sufficient resources but also demand collaboration of multiple stakeholders. Therefore, this study addresses the implicit issue of WIL implementation in the undergraduate curriculum, specifically in the English and Education disciplines. Qualitative semi-structured interviews were conducted with 20 participants, including academics, employers, administrators, and students from two public universities in Pakistan to identify the challenges related to WIL implementation. Thematic analysis was executed with the online ‘Delve tool’ and seven themes were identified: upgradation of the curriculum; logistic and ethical concerns; untrained faculty members; deficit of resources; time constraints during the semester; lack of professional skills in students; and lack of collaboration between industry and higher education. Recommendations based on the findings are given to overcome the challenges of developing WIL programs in future. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.
Author Keywords
Index Keywords
