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Scaffolding work-integrated learning excursions
Adri du Toit (editor), Neal Petersen (editor), man C Chahine (editor), Ann Haley MacKenzie, Annah N. Nkomo, Annerie Kruger, Corlia Twine, Gontse G Mokwatsi, Gordon Keabetswe Sekano, Hendrik du Plessis, Jessica Pool, Mmankoko Ziphorah Ramorola, Pateka P. Jama, Rachel R. Mayimele, Rhea Koch, Yolande Heymans, Johan Botha
2024
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In South Africa, work-integrated learning (WIL) excursions are crucial in preparing university students for the world of work. As higher education institutions (HEIs) evolve to promote equity and inclusivity, these excursions are continuously refined to enhance student learning outcomes. This scholarly book explores how WIL excursions support self-directed learning (SDL) and foster skills essential for the 21st century, such as active learning, intercultural sensitivity, and epistemological access. A key focus is on the 2023 WIL excursions at North-West University (NWU), which align with South Africa’s National Development Plan 2030 and the University Capacity Development Grant’s (UCDG) goal of equipping graduates to address contemporary societal challenges. The book examines first-year excursions across three faculties – Education, Health Sciences, and Law – using both virtual and in-person experiences to develop intercultural citizenship, communication, and a sense of belonging. Through research-based insights, the chapters highlight how these excursions were designed and implemented to help students recognise personal biases, deepen cultural awareness, and take responsibility for their own learning. Additionally, the book underscores how students were encouraged to identify their learning needs and access resources that promote ongoing self-directed growth. By linking WIL to SDL, the book provides novel perspectives on fostering inclusivity and preparing students for their academic journeys, professional careers, and contributions to a more socially just world.
This book is included in DOAB.
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Keywords
- competencies for belonging
- constructivist learning
- creating inclusive classrooms
- cross-cultural competencies
- cultural agility
- curriculum innovation
- Deardorff's model
- Deardorff's models
- Diversity
- embracing cultural diversity
- entrepreneurial learning
- Entrepreneurship Education
- equipping student teachers
- Equity
- essentiality
- excursions
- first-generation students
- first-year student teachers
- Foundation phase
- foundational knowledge
- Higher Education
- inclusivity
- innovative curriculum design
- intercultural communication competence
- intercultural competence
- intercultural interactions
- learning and cultural agility programme
- Lived Experience
- normality and positivity
- opportunities to belong
- positivity
- pre-service teachers
- programme development
- reflective thinking
- self-directed learning
- sense of belonging
- social connectedness
- student teacher training
- student teachers
- Teacher Education
- teacher preparation
- thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
- trauma-informed teaching
- virtual excursions
- Work-integrated learning
- work-integrated learning (WIL)
- work-integrated learning excursion
Links
DOI: 10.4102/aosis.2024.BK486Editions