Open research questions in Higher Education and Employability

What the literature leaves open

• Originality/value The novelty of this paper is that it addresses the gap that has not been explored in literature related to DA, especially the infrastructure available to DA students in the BE.

  Effective delivery of degree apprenticeships (DA) in the built environment: the role of infrastructure in higher education institutions (HEI) and workplace · 2026 · DOI

• Research limitations/implications The limitation of this study is its exclusive focus on the perceptions of apprentices from a single university, suggesting an opportunity for future research where a comparative study can be undertaken by gathering perceptions from more apprentices from multiple UK universities.

  Effective delivery of degree apprenticeships (DA) in the built environment: the role of infrastructure in higher education institutions (HEI) and workplace · 2026 · DOI

• Future research should address current limitations by incorporating longitudinal designs, expanding to diverse populations and sectors, and including behavioural measures such as adapting responses. Different from previous findings, career adaptability was statistically significant, but limited to the growth and development subdimension, indicating a more targeted and context-dependent effect. Further investigation into the subcomponents of adaptive readiness and adaptability, as well as their interaction with digital transformation, could enhance our understanding of how individuals thrive in rapidly evolving work environments.

  Employees’ perceptions of subjective career success, core self-evaluation and career adaptability · 2026 · DOI

• • Kyambogo and Ndejje universities' Senate regimes should take urgent, proactive steps to integrate employability skills content, such…

  Employability of Uganda’s STEM Subject Learners: A Study of Kyambogo and Ndejje Universities' Civil Engineering Curricula and Skill Sets · 2026 · DOI

• English specialist vocabulary, communicative approach, international/ intercultural experiences Graduates in Cinkara and Yuksel (2024) believed that their EMI degree had equipped them with content knowledge and an understanding of English specialist vocabulary within their professional field. Discipline, labor market, professional skills Graduates in Sahan and Sahan (2021) did not accept wholeheartedly that EMI enhanced careers to the extent students believed.

  Emerging research on the employability of English-medium instruction (EMI) graduates · 2026 · DOI

• English specialist vocabulary communicative approach international/intercultural experiences Cinkara and Yuksel (2024) Tang et al. (2024) Nghia et al. (2019) Murata and Iino (2024) uneven benefits of EMI study on graduate job prospects discipline labour market professional skills Altay and Yuksel (2021) Sahan and Sahan (2021) Sahan and Sahan (2023) Jonbekova et al. (2023) Yuksel and Altay (2023) A number of the reviewed studies presented findings about EMI study sig- nificantly aiding job entry across multiple contexts. Survey findings from 139 EMI alumni from an unspecified EMI programme in Indonesia who graduated between 2013–18 (Talaue & Kim, 2020) indicated that the English proficiency acquired translated directly into a “competitive advantage in the Indonesian work- place” (p. 331). Consequently, a large majority of these respondents (72%) con- sidered their enrolment in an EMI institution one of the best decisions they had made. Similarly, in China, findings from a six-point Likert scale questionnaire administered to 50 EMI finance alumni and 50 current undergraduates (Huang & Curle, 2021) revealed a broad agreement that EMI study enhances career prospects. Furthermore, 90% of the subset of 20 interviewees believed that improved English proficiency widened and increased career prospects at domes- tic and foreign-affiliated companies.

  Emerging research on the employability of English-medium instruction (EMI) graduates · 2026 · DOI

• 1. Integration of Industry Certification: Integrate certifications that are accepted by the industry into the SMK curriculum to narrow the certification gap, and to improve the students’ employability (World Bank, 2020). 2. Teacher Internship Programs: Implementing internships for SMK teachers to gain industrial experience so their teaching is relevant to current practices Gunawan et al., (2020). 3. Government–Industry Collaboration: Reinforce 3-way partnership to establish lifelong Discrepancy in Industrial Acceptance … (Muaripin A. M., et al) 110 Email : [email protected] Website : http://journal2.uad.ac.id/index.php/joves JOVES Vol 9. No.1 May 2026 p. 103-113 reskilling and upskilling for graduates/alumni in response to evolving sectors. 4. Soft Skills Development: Provide communication, teamwork, problem-solving and critical thinking modules in building projects and industry mentors Susanti and Nugroho, (2022). 5. Expanded Internship Opportunities: Offer longer full-time workplace internships to increase technical skills development and exposure to good professional practices ILO (2019). Adopting these recommendations will enhance the employability of SMK graduates, narrow the gap between the unemployment rate of S1 and SMK graduates and enhance the competitiveness of Indonesia's workforce in the digital economy.

  Discrepancy in Industrial Acceptance Between Vocational High School (SMK) and Bachelor's Degree (S1) Graduates: a Combined Analysis of Secondary Data and Industry Perspectives · 2026 · DOI

• Future studies should prioritize objective employability indicators such as employment status, income, and promotion; adopt longitudinal designs to track outcomes over time; focus on underserved regions and populations; and compare fully online and blended learning models. Strengthening methodological rigor is essential to establishing clearer causal relationships between online English learning and labor-market outcomes in Brazil. 163 JPAIR Institutional Research Volume 26 • June 2026 CONCLUSION Online English learning represents a promising pathway for enhancing adult employability in Brazil by developing communication skills, confidence, and access to global labor markets. However, its effectiveness is contingent upon program quality, learner support, and structural conditions such as digital access and socioeconomic inequality. This thematic review identifies generally positive associations between online English learning and employability while emphasizing the need for more context-sensitive and empirically robust research. Conceptualizing online English learning as a socio-digital employability mechanism, rather than merely a language intervention, is critical for advancing more equitable workforce participation. ETHICAL STATEMENT This article is an original work and is not under review elsewhere. Ethical approval was not required because the study is based exclusively on previously published literature and does not involve human participants. TRANSLATIONAL RESEARCH The findings of the thematic literature review into specific policy recommendations for the Brazilian Ministry of Education (MEC) and relevant stakeholders. It addresses the strategic need to align digital language acquisition with labor-market restructuring. Since the benefits of online learning are currently restricted by unstable connectivity and limited device access , the government should subsidize high-speed internet for low-income adult learners. Initiatives must move beyond infrastructure to include digital literacy training, as low literacy levels currently hinder effective participation in the digital economy. To address the variable quality across digital platforms , the MEC should develop a quality framework for online English programs. Policy should encourage the shift from purely self-paced models to guided or blended learning models, which research shows provide more consistent outcomes through structured support. Given the high concentration of English-dependent jobs in urban centers , programs must be designed to be “region-sensitive”. Targeted incentives should be provided for online programs that focus on underserved rural areas to prevent the reproduction of existing regional inequalities. English instruction should be integrated with “employability-oriented content” rather than just general linguistic theory.

  Online English Learning and Adult Employability in Brazil: A Thematic Literature Review · 2026 · DOI

• This study documents a pattern that warrants further investigation: law Honours graduates perceive substantially higher job‑market value (M = 3. When program models create signalling ambiguity, when outcome data are limited, and when professional qualifications such as PLT provide the main gatekeeping, additional academic credentials risk being discounted regardless of their educational content.

  Honours and Employability: Perceived Value, Null Effects, and Decision Psychology · 2026 · DOI

• Future research should consider a broader scope of the dis- course on learning between school-based and workplace-based learning contexts and the quality and methodological underpinnings of the included studies. In addition, the focus on vocational teachers means that the perspectives of other key actors, such as vocational students, apprentices and workplace su- pervisors, remains underexplored.

  Vocational Teachers' Work at the Boundary of School and Work: A Scoping Review · 2026 · DOI

• Future research could apply this study’s findings to various other WIL models in order to examine the generalizability of the findings. Although we invited students with multiple models of WIL experiences to the study, there was no attempt to compare perspectives across models of WIL. The study treated WIL as a single educational model. Yet, WIL is an umbrella term that refers to various approaches to experiential education so long as they involve authentic work (Zegwaard, Preeti, Rowe, and Ferns 2023). There are several key differences between models of WIL, including the amount of time they take to complete, whether they are paid or unpaid, whether they are mandatory or optional, and the amount of available supervision. These differences may mean that students’ conceptions of quality WIL depend on the kind of WIL in question. Future research could also explore the role of balance in creating exceptional WIL experiences. Participants told us conflicts between WIL and other obligations limited the quality of their experiences. Indeed, many students face difficulties in managing WIL expectations alongside coursework, part-time jobs, and personal obligations. Yet, to the best of our knowledge, WIL scholars have not often listened to student voices regarding this balance (see Drewery, Nevison, Pretti, Cormier, Barclay, and Pennaforte 2016 for an exception). Future research could pause to listen to the students’ challenges of balancing WIL with other aspects of life, giving us strategies and support mechanisms that may better assist students in achieving this balance. Research could investigate how time management skills, institutional support, and flexible WIL structures contribute to successful outcomes for students. Additionally, it would be beneficial to explore how various demographic Drewery, David, Michelle J. Eady, and Wincy Li. 2026. “Six Essential Elements of High-Quality Work-Integrated Learning Experiences: A Thematic Analysis of Students’ Voices.” Teaching & Learning Inquiry 14: 1–16. https://doi.org/10.20343/teachlearninqu.14.11 12 SIX ESSENTIAL ELEMENTS OF HIGH-QUALITY WORK-INTEGRATED LEARNING EXPERIENCES factors (e.g., age, socioeconomic background, caregiving responsibilities) may impact the ability to balance these demands effectively. On the more applied end of the spectrum for future research, there is a need to investigate the relationship between job design and students’ perceptions of WIL experiences. Job design refers to how employers structure students’ tasks and social interactions in terms of novelty, challenge, collaboration, and autonomy. One area of job design has to do with ownership over tasks that are impactful upon others. Given that this was a key theme in the present study, future research could explore how this and related areas of job design affect WIL students’ engagement, learning outcomes, and career development.

  Six Essential Elements of High-Quality Work-Integrated Learning Experiences: A Thematic Analysis of Students’ Voices · 2026 · DOI

• Our overall case study results indicated that the career centers from both the USA and Türkiye have specific strengths, along with areas for improvement. In the USA, career services provided by the career centers examined in this study were determined according to developmental characteristics of students, school culture, and the needs of students. The centers build strong relationships with alumni as well as employers and the labor market. Career center staff continue their professional development. The career centers offer a variety of career services for supporting job search skills, career readiness, soft and transferable skills as well as job placement of students through individual and group interventions while ensuring that their service model is both feasible and accessible. Marketing of services seems quite important for the delivery process. The cases operationalized formal and informal evaluation processes, mainly through gathering participant survey feedback. We recommend that career centers develop an annual curriculum based on needs assessment and a trainertraining curriculum for the career center staff, especially for beginners; as well as adopting a planned and systematic need assessment procedure and more rigorous evaluation processes. The Turkish case studies yielded findings congruent with previous research results, such as lack of sufficient personnel (e.g., Kavas, 2008), along with insufficient training for them (e.g., Zeren et al., 2017). More importantly, there were differences between career services offered by public and private university career centers. The career centers in private universities were better-established and provided more comprehensive career services which were quite similar to the USA cases. This finding suggests relatively uneven opportunities for public university students, consistent with previous research findings (e.g., Tayyar & Dilşeker, 2012). A national social justice initiative is recommended to ensure that Turkish students have equitable access to educational resources for their academic, social and career development (Resh & Sabbagh, 2016). Although historical paradigm shifts have changed and improved USA-based career services over time, there is still a need for fine-tuning their missions and attaining more resources (Dey & Cruzvergara, 2014). Along with the diverse student demographics at universities in the USA, we recommend that career centers focus on specific improvements such as career assessment, providing theoretically based services, the selection of career center staff, the spaces for the services provided, and career services for diverse students (Heppner & Jung, 2012). Thus, we offer the following framework (Fig.

  Applying Multiple Case Study Design to Evaluate College and University Career Centers in the USA and Türkiye · 2026 · DOI

• As mentioned, further research could expand on this study by investigating the impact of placements across different academic disciplines. Although sandwich courses have proven beneficial within Sport Science, exploring disciplines such as Business, Health, and Engineering may reveal discipline-specific patterns or challenges associated with professional placements. Additionally, a multi-institutional study could compare the effectiveness of placements across universities, considering variations in resources, industry partnerships, and placement structures (Brooks & Timms, 2023). Future research could also address the influence of socio-economic background on students’ access to placements. Belford (2017) indicates that financial challenges—especially for unpaid placements—pose barriers for students from lower-income backgrounds. Examining the effects of socio-economic factors on placement access and outcomes would help address equity issues within WIL. Similarly, exploring the role of university-provided financial support, such as grants, could yield insights into improving access for all students.

  Bite-sized brilliance: mixed-methods approach of unwrapping the benefits of sandwich courses for Sport Science students · 2026 · DOI

• [32] Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage. [33] Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118. [34] Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge. [35] Kline, R. B. (2015). Principles and practice of (4th ed.). structural equation modeling Guilford Press. [36] Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage. [37] Putnick, D. L., & Bornstein, M. H. (2016).

  Developing a University–Industry Cooperation Model in Semiconductor Workforce Training in Vietnam: A Mixed-Methods Approach · 2026 · DOI

• A longitudinal study of the long-term outcomes of incorporating industry certifications would offer valuable insights into the benefits and effectiveness of this pedagogical approach. The current study explores students’ perspectives; future research could explore faculty and employer perceptions too. Future research could also explore potential limitations of industry certifications as an educational tool so educators can better optimize their integration for enhanced student learning and career preparedness.

  Student Perspectives of Industry Certifications as Catalysts for Learning and Career Success · 2026 · DOI

• 3.74 3.12 2.77 2.48 2.89 3.48 3.08 2.83 2.68 2.93 3.44 3.09 2.87 2.66 2.94 Impact of Functional Accounting Education Curriculum | 105 obtaining an appropriate job and a weak level of agreement regarding finan- cial and future prospects. Compared with recruiters, youth respondents attributed relatively less importance to sound technical knowledge and ERP skills. H02: Youth have equal importance to the five factors to obtain an appropri- ate job with a better financial opportunity and better future prospects. (Three hypotheses in one statement and output are also combined in Table 6) Table 6 Friedman Test Equality of Importance of Five Factors (Youth Perspective).

  Unleashing Youth Potential: Evaluating the Impact of Functional Accounting Education Curriculum to Youth Empowerment with Reference to Affiliated Colleges and Universities in Mumbai · 2026 · DOI

• 3.64 3.70 3.16 2.50 2.00 3.61 3.23 3.25 2.50 2.41 3.48 3.34 3.20 2.73 2.25 Importance of Employability Factors: Recruiter Perspective Recruiters rated the importance of five employability factors using a four-point Likert scale (1 = not important, 4 = most important) across three outcomes: obtaining an appropriate job, a job with better financial opportunities, and a job with better future prospects. The mean ranks for these factors are reported in Table 2. Impact of Functional Accounting Education Curriculum | 103 For obtaining an appropriate job, problem-solving ability received the highest mean rank (3.70), followed by communication skills (3.64) and sound technical knowledge (3.16). Similar patterns were observed for better financial opportunities and future prospects, with communication skills receiving the highest mean ranks (3.61 and 3.48, respectively). The Friedman test results presented in Table 3 indicate statistically signif- icant differences in the importance assigned to the five factors for all three outcomes (χ² = 27.815, 14.704, and 16.851; df = 4; p < 0.05). Consequently, the null hypothesis (H01) of equal importance was rejected in all cases. Kendall’s W values ranged from 0.22 to 0.42, indicating a moderate degree of agreement for obtaining an appropriate job and a fair degree of agreement for financial and future prospects. H01: Recruiters have equal importance in five factors to get an appropri- ate job: a job with better financial opportunities and a job with better future prospects. (Three hypotheses in one statement and output are also combined in Table 3) Table 3 Friedman Test for Equality of Importance of Five Factors (Recruiters’ Perspective).

  Unleashing Youth Potential: Evaluating the Impact of Functional Accounting Education Curriculum to Youth Empowerment with Reference to Affiliated Colleges and Universities in Mumbai · 2026 · DOI

• 3.74 3.12 2.77 2.48 2.89 3.48 3.08 2.83 2.68 2.93 3.44 3.09 2.87 2.66 2.94 Impact of Functional Accounting Education Curriculum | 105 obtaining an appropriate job and a weak level of agreement regarding finan- cial and future prospects. Compared with recruiters, youth respondents attributed relatively less importance to sound technical knowledge and ERP skills. H02: Youth have equal importance to the five factors to obtain an appropri- ate job with a better financial opportunity and better future prospects. (Three hypotheses in one statement and output are also combined in Table 6) Table 6 Friedman Test Equality of Importance of Five Factors (Youth Perspective).

  Unleashing Youth Potential: Evaluating the Impact of Functional Accounting Education Curriculum to Youth Empowerment with Reference to Affiliated Colleges and Universities in Mumbai · 2026 · DOI

• But if the core problem is “pure language skills are insufficient,” the remedy is to add competencies that AI cannot easily replicate: business negotiation, project management, cross-cultural communication, and regulatory knowledge.

  From “Pure Language” to “Language+”: Cross-Disciplinary Graduate Study Choices of Spanish Majors at a Local Chinese University · 2026 · DOI

• ABSTRACT Employee self‐perceived competencies have been shown to affect numerous facets of employment, such as employee career mobility, willingness to learn, and job satisfaction, yet little is known about the contributors to these self‐perceptions in logistics/supply chain management (L/SCM) employees.

  The Impact of Learning Modality, Academic Performance, and Demographics on Self‐Perceived Mastery of Supply Chain Employee Competencies · 2026 · DOI

• One aspect of this overall task that remains understudied concerns how it can best be performed in an interpretable manner and whether existing interpretable methods that may be applied to it, such as text-based similarity measures and document-ranking functions, represent workable solutions or whether an approach involving more detailed modeling of the underlying complex system may prove more effective.

  Recommendations for Smoothing the Transition from Education to Career: A Heterogeneous Knowledge Graph Architecture for Career-Motivated Explainable Course Recommendation · 2026 · DOI

• Despite growing policy emphasis on Technical and Vocational Education and Training (TVET), empirical evidence remains limited on how such programs respond to socio-economic challenges by simultaneously improving labor market access, expanding employment opportunities, and strengthening employment quality outcomes in post-disaster and migration-affected contexts.

  Socio-economic Challenges for the Employment-Driven Construction Sector in an Emerging Asian Economy: Skills Development, Access to the Labor Market, Employment Opportunities, and Quality of Employment · 2026 · DOI

• This study is limited by its qualitative design and relatively small sample size of 25 industry mentors/supervisors, which may restrict the generalisability of the findings to broader populations or other institutional contexts. Furthermore, the study primarily focused on selected universities of technology in South Africa, and therefore the findings may not fully reflect practices in traditional universities or international contexts. Future research could expand the scope of this study by incorporating multiple stakeholder perspectives, including students, academic staff, and industry supervisors, to develop a more holistic understanding of WIL assessment practices. Quantitative or mixed-methods studies could also be employed to test and validate the proposed WIL stakeholder assessment framework across a wider range of institutions and industries. In addition, comparative studies across different higher education systems could provide deeper insights into global best practices in WIL assessment. Finally, research may also explore the effectiveness of mentor training programmes in enhancing the quality and credibility of work-based assessment.

  Stakeholders’ Roles in the Assessment of Work-Integrated Learning: Insights From South African Universities of Technology · 2026 · DOI

• Despite the strengths of this review, several limitations must be acknowledged. The included studies exhibited heterogeneity in intervention protocols, outcome measures and study designs which limited direct comparisons. Sample sizes in several studies were relatively small and intervention durations varied considerably. Additionally most studies assessed short-term outcomes, with limited follow-up data. Most importantly, employability was assessed indirectly through physical, cognitive and psychosocial outcomes rather than through validated employability assessment tools. This limits the ability to draw causal conclusions regarding HIIT’s direct impact on employability readiness.

  High-Intensity Interval Training and Its Effects on Physical, Cognitive and Psychosocial Skills Relevant to Employability among Young Adults in Higher Education: A Systematic Review (2020–2025) · 2026 · DOI

• While this review provides a comprehensive mapping of WIL research in AI-driven contexts, several limitations must be acknowledged. First, the analysis relies exclusively on the WoS database, which prioritises English-language, high-impact articles. This inevitably excludes significant non-English publications, conference proceedings, and grey literature. Consequently, the findings may be skewed towards dominant scholarly discourses and established research communities, potentially overlooking emerging, practice-oriented, or regionally grounded contributions that are not indexed in WoS. Second, the ethical complexities and subjective experiences of AI-mediated WIL remain outside the scope of this chapter. These limitations delineate clear pathways for future inquiry. Subsequent research should employ multidatabase reviews, incorporating Scopus, regional indexes, and grey literature sources to construct a more geographically and linguistically inclusive knowledge base. Furthermore, longitudinal and predictive studies could track the real-world implementation and efficacy of AI tools in WIL settings, assessing their impact on learning outcomes, professional identity, and graduate trajectories. Finally, dedicated research must address the contextual adaptation of AI-WIL models for underrepresented regions and sectors, ensuring that the development of the field promotes inclusive, equitable, and socially responsible futures of work and learning.

  Work-Integrated Learning in an AI-Driven Era: A Bibliometric Review of Research Themes and Emerging Trends · 2026 · DOI

Most-cited papers in Higher Education and Employability

• Latent profile analysis: A review and “how to” guide of its application within vocational behavior research · Journal of Vocational Behavior · 2020 · 1,628 citations
• Self‐perceived employability: development and validation of a scale · Personnel Review · 2007 · 636 citations
• The student perspective on employability · Studies in Higher Education · 2011 · 399 citations
• Institutional Arrangements and Stratification Processes in Industrial Societies · Annual Review of Sociology · 1995 · 266 citations
• Addressing common method variance and endogeneity in vocational behavior research: A review of the literature and suggestions for future research · Journal of Vocational Behavior · 2020 · 260 citations
• Effects of business internships on job marketability: the employers' perspective · Education + Training · 2010 · 225 citations
• What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work · Higher Education · 2020 · 217 citations
• Robot will take your job: Innovation for an era of artificial intelligence · Journal of Business Research · 2020 · 197 citations
• Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions · Higher Education · 2020 · 162 citations
• Employability enhancement through formal and informal learning: an empirical study among Dutch non‐academic university staff members · International Journal of Training and Development · 2009 · 149 citations

Most recent work

• Job Crafting and Career Adaptation in Internships: Unravelling the Differential Roles of Job Crafting Consistency and Levels · Journal of Business and Psychology · 2026
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• From informal dreams to formal realities: can it be a new-collar empowerment? · Employee Relations · 2026
• Socio-economic Challenges for the Employment-Driven Construction Sector in an Emerging Asian Economy: Skills Development, Access to the Labor Market, Employment Opportunities, and Quality of Employment · SocioEconomic Challenges · 2026
• Students’ Perception of the Development of Transversal Competencies in Higher Education · Anuarul Universitatii Petre Andrei din Iasi Fascicula Asistenta sociala sociologie psihologie · 2026
• Integrating fuzzy C-means clustering and Random Forest for multivariate performance prediction in vocational education · Communications in Statistics Case Studies Data Analysis and Applications · 2026
• Co-creating competency-based business curriculum to embed industry-prioritized soft skills · Industry and Higher Education · 2026
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