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Social Sciences
Special Issues
Improving Integration of Formal Education and Work-Based Learning
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Improving Integration of Formal Education and Work-Based Learning

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (31 December 2024) | Viewed by 6346

Special Issue Editors

Prof. Dr. Christian Harteis

E-Mail Website
Guest Editor
Institute of Educational Science, Department of Educational Management and Research in Further Education, University of Paderborn, 33098 Paderborn, Germany
Interests: learning; e-learning; teaching; pedagogics; lifelong learning; professional development
Prof. Dr. Inge Timoštšuk

E-Mail Website
Guest Editor
School of Educational Sciences, Tallinn University, 10120 Tallinn, Estonia
Interests: professional identity; teaching; teacher education; science education

Special Issue Information

Dear Colleagues,

This Special Issue aims to enhance scientific excellence and research potential in the field of the integration of formal education and workplace learning (WPL) for students, teachers, schools, and in vocational education.

Since the emergence of Industry 4.0, unleashed by the technological advances of the information age, there is an increasing research interest in enriched learning in various authentic environments. The proposed Special Issue will pay special attention to students’ participation in authentic work environments outside educational settings, their practice-based learning and the acknowledgement of those learning outcomes. Also, the integration of work-related activities into classroom learning will be focused on. In the context of integrated learning at school and work, previous international research has mainly focused on vocational education, but this Special Issue widens the focus by extending the target group by including students and teachers in basic education and upper secondary general education.

This Special Issue should introduce novel approaches and methodologies in workplace learning research, and provide new insights by applying the social ecology approach for research in the field of integrated learning at school and work. The methodological knowledge and experiences gained may be of great relevance for future international research.

As a first step, we ask for an approximately 500-word-long paper proposal describing the central ideas and methods applied in the intended papers that should address attempts/approaches/studies on the integration of informal learning (at workplaces) into formal educational programs either in primary education, lower or upper secondary education, or vocational education and training. Please send this proposal to christian.harteis@upb.de or inget@tlu.ee by 1 March 2024. Feedback will be provided until 1 April 2024. The deadline for the submission of the final full paper is 20 September 2024.

Prof. Dr. Christian Harteis
Prof. Dr. Inge Timoštšuk
Guest Editors

Publisher’s notice:

As stated above, the central purpose of this Special Issue is to present research from "Enhancing Research on the Integration of Formal Educational Programmes and Workplace Learning". Given this purpose, the Guest Editors’ contribution to this Special Issue may be greater than standard Special Issues published by MDPI. Further details on MDPI's Special Issue guidelines can be found here: https://www.mdpi.com/special_issues_guidelines. The Editorial Office and Editor-in-Chief of Social Sciences has approved this and MDPI’s standard manuscript editorial processing procedure (https://www.mdpi.com/editorial_process) will be applied to all submissions. As per our standard procedure, Guest Editors are excluded from participating in the editorial process for their submission and/or for submissions from persons with whom a potential conflict of interest may exist. More details on MDPI’s Conflict of Interest policy for reviewers and editors can be found here: https://www.mdpi.com/ethics#_bookmark22.

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • workplace learning
  • experiential learning
  • formal education
  • acknowledgement of learning
  • learning ecology
  • subject integration
  • individual learning paths

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

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Research

20 pages, 772 KiB  
Article
Work-Based Learning in Migrant Education: The Case of Finnish Vocational Education
by Katarzyna Kärkkäinen, Maarit Hannele Virolainen, Anne Virtanen and Päivi Tynjälä
Soc. Sci. 2025, 14(5), 275; https://doi.org/10.3390/socsci14050275 - 29 Apr 2025
Abstract
This study examines adult migrant students’ and Finnish vocational teachers’ experiences of migrant students’ learning in workplaces as part of vocational education and training qualifications. Theoretically, this study draws on previous research on students’ work-based learning, including insights from the 3P model (presage–process–product [...] Read more.
This study examines adult migrant students’ and Finnish vocational teachers’ experiences of migrant students’ learning in workplaces as part of vocational education and training qualifications. Theoretically, this study draws on previous research on students’ work-based learning, including insights from the 3P model (presage–process–product factors), as well as the literature on learning and working in a new linguistic and cultural context. The data were collected through individual interviews (n = 11) and a group interview (n = 6) with migrant students and individual interviews with vocational teachers (n = 13). The analysis provides insights into learner-specific and workplace-specific presage factors of migrant students’ learning at workplaces. We propose that these insights should be recognised when searching for new pedagogical solutions aiming at enhancing understanding of migrants’ learning at workplaces. The findings highlight the need to develop the integration of school-based and work-based learning while recognising (1) the benefits of workplace learning for migrant students’ learning and their journeys toward becoming members of work communities, and (2) stereotypical views that may hinder migrants’ efforts to access the benefits of learning in the workplace. Full article
(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)
24 pages, 286 KiB  
Article
Integrating Practice-Based Learning into Formal Education: Stakeholder Perspectives on the Challenges of Learning Location Cooperation (LLC) in Germany’s Dual VET System
by Jana Schwede, Dietmar Heisler and Christian Harteis
Soc. Sci. 2025, 14(3), 117; https://doi.org/10.3390/socsci14030117 - 20 Feb 2025
Viewed by 834
Abstract
Germany’s dual Vocational Education and Training (VET) system has been criticized for insufficient cooperation among vocational schools, companies, and inter-company training centers, limiting its potential to effectively relate theory with practice. Despite the issue’s ongoing relevance, recent research on Learning Location Cooperation (LLC) [...] Read more.
Germany’s dual Vocational Education and Training (VET) system has been criticized for insufficient cooperation among vocational schools, companies, and inter-company training centers, limiting its potential to effectively relate theory with practice. Despite the issue’s ongoing relevance, recent research on Learning Location Cooperation (LLC) remains scarce. This study addresses the existing research gap by examining contemporary LLC dynamics through the lens of key stakeholders. A total of 20 semi-structured interviews were conducted across interconnected learning locations, with each of the five targeted occupations represented by an apprentice, vocational teacher, trainer, and inter-company trainer. The study design enabled participants, connected through the apprentices’ learning journeys, to discuss LLC phenomena from their unique viewpoints, facilitating an in-depth exploration of cooperation strategies, relationships, conditions for success or failure, and desired improvements. Findings reveal both similarities and differences in perceptions, highlight diverse barriers, and provide actionable recommendations to strengthen LLC. These insights are crucial for refining Germany’s VET system and offer valuable lessons for international contexts, where integrating theory and practice is essential for developing a skilled and adaptable workforce. Overall, the study underscores the importance of fostering deeper cooperation among learning locations to ensure the effectiveness and sustainability of (vocational) education globally. Full article
(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)
20 pages, 963 KiB  
Article
Practices in Integrating Workplace Learning into Upper Secondary Education
by Birgit Peterson, Krista Loogma and Maret Aasa
Soc. Sci. 2025, 14(1), 48; https://doi.org/10.3390/socsci14010048 - 16 Jan 2025
Viewed by 958
Abstract
In recent years, Estonian employers, upper secondary schools, and other stakeholders have devised various new collaborative measures to effectively integrate workplace learning (WPL) and school education. These efforts are aimed at enhancing the key competences of students. However, the educational purpose and effectiveness [...] Read more.
In recent years, Estonian employers, upper secondary schools, and other stakeholders have devised various new collaborative measures to effectively integrate workplace learning (WPL) and school education. These efforts are aimed at enhancing the key competences of students. However, the educational purpose and effectiveness of the various initiatives are unknown. The main aim of this research is to explore what kinds of practises are applied in Estonian upper secondary schools to integrate formal education and WPL, and the experiences and requirements of schools and employers in this area. The empirical study is based on individual and focus group interviews conducted with upper secondary school teachers, head teachers, and employers. A phenomenological approach and inductive thematic analysis were used to examine current practises. The results of the study show that workplace learning is integrated into school learning mainly for the development of key competences and career competencies. An important part of the learning process is reflecting on experiences implemented via institutional cooperation. In core or foundation subjects, especially STEM subjects, the topics of work life or recognition of work experience are rarely encountered in school. Full article
(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)
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18 pages, 450 KiB  
Article
Upper Secondary School Students’ Learning at Work: The Effect on Agency in School
by Maria Erss and Krista Loogma
Soc. Sci. 2025, 14(1), 17; https://doi.org/10.3390/socsci14010017 - 3 Jan 2025
Viewed by 770
Abstract
In light of the fact that an increasing number of upper secondary school students in Estonia work in parallel with attending school or during school holidays, the purpose of the study was to ascertain whether work experience and the competencies acquired through work [...] Read more.
In light of the fact that an increasing number of upper secondary school students in Estonia work in parallel with attending school or during school holidays, the purpose of the study was to ascertain whether work experience and the competencies acquired through work are, in combination with other school-related (teacher agency support), personal (resilience, achievement in Estonian language, mathematics and history) and socio-demographic (gender and mother tongue) factors, related to student agency in school. The second aim was to broaden the understanding of what students learn at work. The study used a mixed-methods approach involving a survey of upper secondary students (aged 16–19, N = 3179) in 30 schools followed by qualitative interviews with 18–19-year-old students who have gained work experience (N = 13). The analysis comprises a hierarchical linear regression analysis (N = 1947) and a thematic analysis of the interviews. The results indicate that work experience, perseverance, teacher agency support, male gender and Estonian mother tongue are positively related to agency while various skills learned at work had no relationship and student achievement in history was only relevant before work experience was added to the model. The interviews showed that students develop skills related to, e.g., self-regulation, self-awareness, career-awareness, social skills and self-confidence through work. Full article
(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)
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25 pages, 595 KiB  
Article
‘They Were Surprised That Such Jobs Even Exist…’ Supporting Students’ Career Awareness During Learning Activities at Museums and Environmental Education Centres
by Helene Uppin and Inge Timoštšuk
Soc. Sci. 2024, 13(12), 696; https://doi.org/10.3390/socsci13120696 - 20 Dec 2024
Viewed by 831
Abstract
Many factors influence students’ career awareness and future career choices. Curricula-related learning activities that entail boundary-crossing between formal and nonformal contexts, such as museums and environmental education centres, can also broaden perspectives. Out-of-school learning can unveil career trajectories, introduce professions, spark interest in [...] Read more.
Many factors influence students’ career awareness and future career choices. Curricula-related learning activities that entail boundary-crossing between formal and nonformal contexts, such as museums and environmental education centres, can also broaden perspectives. Out-of-school learning can unveil career trajectories, introduce professions, spark interest in new topics, and support lifelong learning. Nevertheless, it is unclear how on-site educators of museums and environmental education centres perceive or address supporting students’ career awareness. We aimed to explore how Estonian on-site educators perceive the connection between curricula-related learning at their institutions and students’ career awareness (namely, work-related knowledge and self-awareness). The qualitative data are drawn from two datasets: (1) 27 out-of-school educators chosen by purposeful sampling participated in focus-group interviews about their practice; (2) 43 out-of-school educators filled out open-ended online surveys on career awareness education. Qualitative content analysis was used to find meaningful patterns from the dataset. Various specific examples of work-related learning activities emerged. However, career awareness was often understood narrowly or had not been previously conceptualised: students’ self-awareness was seldom explicitly perceived as part of career awareness. Moreover, supporting students’ lifelong learning or the development of sustainability competencies was explicitly emphasised only by more experienced or outstanding on-site educators. Full article
(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)
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18 pages, 403 KiB  
Article
Primary School Teachers’ Perspectives on the Relationship Between Students’ Learning and Work-Related Skills
by Anne-Mai Näkk and Inge Timoštšuk
Soc. Sci. 2024, 13(12), 681; https://doi.org/10.3390/socsci13120681 - 16 Dec 2024
Viewed by 983
Abstract
Primary school teachers play a significant role in preparing students to meet the demands of the 21st century. Balancing the integration of work-related skills into classroom learning while maintaining student motivation presents considerable challenges. This study explored teachers’ perceptions of the relationship between [...] Read more.
Primary school teachers play a significant role in preparing students to meet the demands of the 21st century. Balancing the integration of work-related skills into classroom learning while maintaining student motivation presents considerable challenges. This study explored teachers’ perceptions of the relationship between student learning and the development of work-related skills through 13 narrative interviews. Data were analysed using phenomenographic and content analyses, revealing three key themes: competence-building, relatedness-focused, and autonomy-related views. Teachers highlighted the importance of developing students’ general competencies and cross-contextual skills while fostering a supportive learning environment and promoting a sense of relatedness. Notably, their perceptions were more influenced by past experiences than by current contexts. These findings suggest that teachers recognise the importance of integrating real-world phenomena into classroom learning to prepare students for future challenges. The implications for teacher training include fostering reflective practices to help educators critically examine the influence of personal history on their teaching approaches. Full article
(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)
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13 pages, 270 KiB  
Article
Integrating Work-Life and Student Work-Related Experiences in Classroom Learning—The Perspective of Primary Teachers
by Kaidi Nurmik and Inge Timoštšuk
Soc. Sci. 2024, 13(12), 649; https://doi.org/10.3390/socsci13120649 - 29 Nov 2024
Viewed by 1127
Abstract
A better match between formal education and work-life is seen as one approach that can help students acquire competences and knowledge necessary for successful participation in their future lives. However, emphasis is often placed on exploring practices targeted at students nearing entry into [...] Read more.
A better match between formal education and work-life is seen as one approach that can help students acquire competences and knowledge necessary for successful participation in their future lives. However, emphasis is often placed on exploring practices targeted at students nearing entry into a work-life pattern, whereas promoting key competencies and positive attitudes toward work should start at an earlier stage. We conducted in-depth interviews with 20 Estonian primary school teachers, recognized by their colleagues for outstanding practices to explore their understanding and experiences of integrating work-life and students’ work-related experiences in classroom learning. While teachers involve the work-life and professions of the students’ family members, they often overlook the potential of their local community. Teachers perceived the primary school context as generally supportive, with the national curriculum and cooperative relationships with families being supportive factors. Teachers often viewed students’ work-related experiences as limited to tasks like maintaining tidiness, with few recognizing broader experiences, such as taking on different roles or participating in after-school activities. There is significant potential to purposefully connect work-life and classroom learning, enabling students to take on roles that promote their key competencies and agency, while personalizing learning based on their work-related experiences. Full article
(This article belongs to the Special Issue Improving Integration of Formal Education and Work-Based Learning)
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