COVID-19 has brought about a series of new paradigms as to how we educate and how businesses will find talent for the effective future of their organizations. Prior to the global pandemic, there were existing challenges related to providing the necessary skills required to bring about change in the workforce. Then, comes a pandemic that prevents existing methods of career development and the opportunity to enact experience to develop core career competencies. The pandemic of COVID-19 has affected education and professional development providers alike. Education institutions and companies providing traditional training are challenged to meet the demand of providing internships for virtual and regular on-ground experiences. These challenges are a direct result of businesses fearing the application of experiences that are a result of the businesses' inability to monitor the intern workforce effectively. In a pre-COVID environment, the same challenges existed as employers were executing extreme caution based on what effect the experiences would have on the business due to having to engage in a watching or babysitting ritual that would affect production. This body of research has utilized individualized research on selective topics using a narrative literature review approach. Findings reveal that learning definitions across primary and secondary education delivery have failed to find and implement alternatives where synchronous and asynchronous educational techniques were still not enough to compete with a pandemic. This chapter reviews both academic literature and professional sources available and concludes that higher education's use of competency-based virtual internships is a critical addition to this partnership enabling organizations to achieve the competent and adaptable workforce necessary to successfully operate in a post-COVID-19 environment of constant disruption and ambiguity. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021. All rights reserved.
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