Bridging the Gap: The Role of Work-Integrated Learning in Graduate Economic Participation in South African Higher Education

Abstract

Research on graduate employability often highlights the role of work-integrated learning (WIL), yet understanding remains limited of how such experiences influence students’ transition into economic activity and labour market readiness. This study examines the influence of WIL on students' transition into economic activity as economically active citizens. The study adopts a mixed method approach that combines survey data and interviews with third year students enrolled in the Public Relations Diploma programme at the Durban University of Technology in the 2025 academic year. The findings show a significant reduction in students’ anxiety about unemployment after participation in WIL-related workshops, with most students reporting less concern about finding work after graduation following Project-Based Learning and Design Thinking workshops. The study also found a statistically significant relationship between students’ economic activity status and their confidence in adapting to workplace environments. These results indicate that WIL and related workshops play an important role in strengthening workplace readiness, reducing employment-related anxiety and supporting the transition into economic activity after graduation. The study contributes to existing knowledge by showing the value of experiential learning and highlighting the need for stronger institutional support, industry partnerships and the inclusion of entrepreneurial and design thinking skills as key graduate attributes.