The primary objective of the project was to enhance the skills of HE educators, including lecturers, trainers, and administrative staff, in designing and delivering high-quality eWBL. To achieve this, the project examined how 25 leading WBL providers across Europe have addressed the pedagogical and technological challenges posed by the shift from WBL to eWBL and the solutions they have implemented. The findings were transformed into (i) a framework, (ii) a practical toolkit, (iii) open educational resources (OERs), (iv) capacity-building activities, and (v) multiplier events, all aimed at equipping those involved in WBL provisions in HE.
Work-based Learning (WBL) is critical for preparing work-ready graduates, as shown by EU projects like HAPHE (2016) and WEXHE (2020). WBL is a powerful pedagogy to foster graduate work-readiness because it is embedded in authentic work environments, taking into account (i) the first hand observation of workplace norms, routines and language, (ii) mentorship and relationship building and (iii) the development of transversal skills. With remote work becoming prevalent, a new form called “eWBL” has emerged. Despite its relevance, guidance on conducting high-quality eWBL is limited. Educators and trainers often lack the digital and pedagogical skills required to adapt traditional WBL to an online environment. This project draws on lessons from the COVID-19 pandemic, where higher education and employers implemented eWBL on a large scale. It seeks to refine these practices and ensure eWBL prepares graduates as effectively as traditional WBL. With remote work likely to stay, addressing disparities in WBL across Europe and disciplines will help create tailored strategies for diverse contexts, ensuring all stakeholders can thrive in the evolving world of work.