This study investigates the role of Work-Integrated Learning (WIL) in addressing the evolving demands of the European Higher Education Area (EHEA) labour market. Amidst global economic shifts, technological advancements, and a persistent skills gap, WIL and integrative learning methods such as Work-Based Learning (WBL) emerge as pivotal frameworks to bridge the gap between academic preparation and workplace requirements. By employing a scoping review methodology and guided by PRISMA protocols, this research identifies recurring themes across 50 studies from 2013 to 2024, focusing on WBL and WIL programme characteristics, competency development and assessment, stakeholders' engagement, stakeholder and university cooperation, and WIL impact on stakeholders, universities and students. The findings reveal that while WBL and WIL promote employability and the acquisition of both hard and soft skills, challenges persist for students in balancing academic and professional responsibilities. The study underscores the critical need for stronger cooperation between universities and organisations, particularly through reflective practices, structured learning agreements, and flexible curricula. These elements are essential to align stakeholder expectations and foster student success. Ultimately, this work highlights the transformative potential of WBL and WIL in enhancing employability, innovation, and sustainable partnerships between academia and industry, offering valuable insights for future research and practice within the EHEA context. Context and implications Rationale for this study: This review analysed non-theoretical studies with WIL and WBL data to identify recurring themes, including these programmes' characteristics, stakeholders, universities and students' perceptions. Why the new findings matter: WIL and WBL bridge the theory–practice gap, answer misalignment between higher education and labour market needs in the EHEA, and enhance employability. Implications for policy makers, practitioners and researchers: This study may serve as a guidance for students, higher education institutions and employers involved in WIL and WBL programmes to prioritise co-designed learning contracts and flexible curricula to address implementation challenges. We suggest that these programmes have a reflective pedagogy, structured mentorship and collaboration, and shared assessment frameworks to align academic-professional objectives. Policy-makers should support university-stakeholders partnerships and fund adaptable WIL or WBL models. Future research should pursue longitudinal studies on graduate outcomes and cross-national comparative analyses to strengthen generalisability. © 2025 The Author(s). Review of Education published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
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